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\nBy MalekJdaitawi *, Fatima Muhaidat±, AyatAlsharoa °, Abeer Alshlowi •, Marwa Torki ♦ & Mona Abdelmoneim‡  \nAugmented reality (AR) has become a potential technology tool to improve the skills of students with learning disabilities. The effects of AR technology approach on students with learning disabilities motivation levels is considered asthe research motivation. This study examined the effect of the AR on Jordanian 6th grade students’ motivation levels. A quantitative quasi-experimental study is preceded with the pretest-posttest control group design model, where 24 students who identified to have learning disabilities were participated in this study and were randomly divided into two groups. Two groups, control group  \n12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The results show significant results for the AR technology in enhancing student motivation.  \nThe results concluded the effectiveness ofAR technology in enhancing students’motivation.  \nKeywords: augmented reality, learning disabilities, motivation, science.  \nIntroduction  \nLearning disabilities stem from one or more fundamental psychological processes that involve the understanding or usage of spoken/written language, and it surfaces in the form of the lack of ability to listen, think, speak, write, spell or solve mathematical questions (IDEA, 2007). In regard to this, the movement towards the improvement of educational opportunities for special needs individuals mainly concentrates on the delivery of novel learning models, the cognizance of disabilities categories, and provision of suitable services to students (Al Medlij, 2018). Hence, this calls for the organization of education and training processes for special needs students, by taking into consideration the movements and their characteristics. Emphasis is laid on the possibility to allow learning disabled students to obtain the required social and personal skills, enhance their intellectual ability, their motivation and engagement in class via the facilitation of an enriched learning environment equipped with learning models and services (Arslan Kofoglu, & Dargut, 2020; Cimer, 2012; Savelsbergh et al., 2016). Global studies of this caliber supported the same notion and stressed that learning disabled students suffering  \n*  \nAssociate Professor, Imam Abdulrahman bin Faisal University, Saudi Arabia.±Associate Professor, Hashemite University, Jordan.  \n°  \nAssistant Professor, Imam Abdulrahman bin Faisal University, Saudi Arabia.  \n•Lecturer, Imam Abdulrahman bin Faisal University, Saudi Arabia.  \n♦Lecturer, Imam Abdulrahman bin Faisal University, Saudi Arabia.‡Assistant Professor, Imam Abdulrahman bin Faisal University, Saudi Arabia.  \nfrom different cognitive and physical disorders require teaching approaches to enhance learning (e.g., their achievement, motivation, confidence, spatial ability, interest, engagement and satisfaction) (e.g., Çakır & Korkmaz, 2019; Kellems, Cacciatore, & Osborne, 2019; Weng, Otanga, Christianto, & Chu, 2020) .  \nLiterature highlighted that there is a decrease in science achievement among students (Bicer & Lee, 2019). On the basis of prior literature on the topic, students generally lose interest and motivation in learning science courses (Potvin & Hasni, 2014) as they face difficulties in learning science. Erbas and Demirer (2019) attributed such lack of interest and motivation to abstract and invisible course contexts that lead to misunderstandings and low levels of academic achievement. In this line of argument, educators have been constantly coming up with evidencebased practices to ensure that individuals with specific learning disabilities (SLDs) live productive and fulfilling lives and this is possible through the enhancement of effective methodologies and coming up with better","cbCaippV6SpP2yAo","https://ap.wps.com/l/cbCaippV6SpP2yAo","pdf",222133,15,"English","# Introduction\n## Learning disabilities and educational opportunities\n## Motivation challenges in science learning\n## Technology-supported teaching approaches\n# Literature Review\n## Engagement-based activities and visual learning\n## Evidence-based interventions and inconclusive outcomes\n## Augmented reality and related technology tools","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine whether augmented reality improves students’ motivation levels, focusing on learners with learning disabilities.\"},{\"question\":\"How was the study designed and what groups were used?\",\"answer\":\"A quantitative quasi-experimental pretest-posttest control group design was used, with 24 students randomly divided into a control group and an experimental group.\"},{\"question\":\"How long did the augmented reality intervention last?\",\"answer\":\"The experimental group used augmented reality technology for four weeks.\"},{\"question\":\"What were the study’s findings?\",\"answer\":\"The results showed significant improvements in student motivation for the augmented reality approach compared with conventional teaching.\"}]","The Effectiveness of Augmented Reality in Improving Students Motivation - An Experimental Study | PDF",1792076729,38]