Augmented Reality Integration for Enhanced English Vocabulary Acquisition among Elementary Students with Special Educational Needs in an American Private School in Dubai, United Arab Emirates: Perspectives of Special Education and English Teachers on the Challenges and Potential

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dc.LocationTD
dc.SupervisorProfessor
dc.contributor.advisorDr Emad Abu-Ayyash
dc.contributor.authorALSHATARAT, SAMAH JEHAD AHMAD
dc.date.accessioned2024-05-28T11:37:44Z
dc.date.available2024-05-28T11:37:44Z
dc.date.issued2024-03
dc.description.abstractThe current study explores the perspectives of special educational needs (SEN) teachers and English teachers regarding the effectiveness of utilizing augmented reality (AR) in enhancing vocabulary acquisition among elementary students with special educational needs in an American private school in Dubai. The researcher conducted semi-structured interviews with a purposeful sampling that included six English teachers, four special educational needs teachers, and six learning support assistants. As the study follows a qualitative approach, a detailed description of the participants’ perspectives has been provided. The study has attempted to answer the following questions: 1) What are the perceptions of English teachers regarding the effectiveness of augmented reality in enhancing vocabulary acquisition for elementary students with special educational needs?, 2) How do Special Education teachers evaluate the suitability of augmented reality as a tool for supporting vocabulary application among students with diverse learning needs?, 3) What are the identified challenges, if any, in integrating augmented reality for vocabulary development among students with special educational needs, as perceived by both English and Special Education teachers?, and 4) What strategies and recommendations do teachers propose to optimize the use of augmented reality in catering to the individualized vocabulary learning requirements of students with special educational needs in an American private school in Dubai? The study found that integrating AR has shown effectiveness in the retention and application of newly acquired words among students with various special educational needs. Additionally, it has explored the main challenges along with recommendations to strengthen the effectiveness of using AR technology in special education.
dc.identifier.other22000891
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2616
dc.language.isoen
dc.publisherThe British University in Dubai (BUiD)
dc.subjectaugmented reality, vocabulary acquisition, special educational needs
dc.titleAugmented Reality Integration for Enhanced English Vocabulary Acquisition among Elementary Students with Special Educational Needs in an American Private School in Dubai, United Arab Emirates: Perspectives of Special Education and English Teachers on the Challenges and Potential
dc.typeDissertation
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