The Impact of Two Tracking Patterns (Response Code/Images) Using Augmented Reality Technology on Developing Computer Skills and the Tendency Towards Learning Them among Intellectually Disabled Students

The aim of the research is to develop computer skills and the tendency towards learning them among intellectually disabled students through an survey of the impact of two tracking patterns (Response Code/Images) using augmented reality technology. The research utilized experimental design with two experimental groups. The sample consisted of 20 intellectually disabled students in the elementary stage, who were divided into two experimental groups. The first group studied the content using the QR code tracking pattern with augmented reality technology using the EyeJack application, while the second experimental group studied the content using the image tracking pattern with augmented reality technology using the ROAR application. The measurement tools included an achievement test, practical performance observation card, and computer learning orientation scale. After conducting the statistical analysis using SPSS 22, the research yielded several results, including the effectiveness of both tracking patterns (Response code/images) using augmented reality technology in developing cognitive aspects and practical performance related to computer skills. Additionally, there was an increase in the computer learning orientation among intellectually disabled students. The research recommended several recommendations, including the use of augmented reality technology in developing various educational skills, as well as the necessity of providing suitable modern technologies for the nature and characteristics of intellectually disabled students. Furthermore, it emphasized the importance of raising awareness among parents of such students regarding the appropriate use of augmented reality applications for their children.

Keywords: Tracking Patterns, Augmented Reality, Computer Skills, Computer Learning Orientation, Intellectually Disabled Students.