Pasca, Rassy Regania
(2024)
Exploring The Use Of Augmented Reality Module As An Assistive Learning Tool For Dyslexic Students In Physical Education Subject.
PhD thesis, Universiti Sains Malaysia.
Abstract
Dyslexia students are those primarily facing difficulty in reading, distinguishing letters and others. In practice, students with dyslexia still use or depend on textbooks in Physical Education (PE) classes, which raises critical questions about this condition. Based on this gap, this research aims to explore the use of augmented modules as assistive tools for dyslexic children in PE classes and give them visual demonstrations of the pictures in textbooks so that they would not be too burdened to read much text and process it. Currently, the information they receive comes from a variety of different sources. This research is a qualitative case study involving two classes at one of the special education schools in Penang, Malaysia. The total of participants included two physical education teachers and 20 dyslexia students. The sampling method used is purposive sampling, as it follows the stated purpose, which is for dyslexic students. The instruments used in this study involved interviews, reflective journals, observations and movement ability rubrics for students, while the interview was also used for teachers. After data collection, thematic analysis was used to analyze the data, along with data triangulation to strengthen the existing findings. This research developed an augmented module, a module integrated with AR maker-based technology, which allows students to scan the images in the module and produce 3D animations that will help them demonstrate the movements in the images. In designing the module, Cognitive Load Theory (CLT) and Mayer's principles of multimedia learning were also implemented to produce effective learning activities and tools for students. Apart from that, the ADDIE model was employed as a guideline for the stages of designing the module. Findings revealed that the use of augmented modules as assisting tools in PE classes really helped dyslexic students visualize images in the module. Students were greatly helped by the 3D animation feature, which allowed them to gain live demonstrations easily and quickly. The students were very interested in using this assisting tool, and it also really attracted their attention. In addition, the teachers also felt that it was very helpful since this tool facilitated students to carry out independent learning so that teachers do not need to repeatedly explain to students about the movements being taught. The implementation of CLT and principles of multimedia learning is also very helpful in creating learning activities with modules that are very easy to use and understand by students. Furthermore, it has been proven to help prevent students from becoming overwhelmed when learning to use new technology and tools. Suggestions for further research are to carry out longer interventions to see whether students' interest in learning and motivation will be as stable as the first time they use new technology or learning tools. The second is to develop the application to be even better so that there is no lag when used by students. Developers are also advised to build similar applications that can be applied to other subjects at school.
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