Abstract
Background: Augmented reality (AR) applications can enhance cognitive development, social skills, and emotional behaviours in children with special needs. However, there is limited research on integrating AR with the Picture Exchange Communication System (PECS) and the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) methods. This study aims to explore and validate a measurement model of AR applications combined with PECS and TEACCH methods among special needs children in Malaysia.
Methods: In this cross-sectional study, 100 respondents were selected using a stratified random sampling approach for a pilot study, with data analysed by exploratory factor analysis (EFA). For the field study, 300 teachers, parents, and caretakers of special needs children from four regions of Peninsular Malaysia completed a self-administered survey questionnaire. The field study data was then analysed using confirmatory factor analysis (CFA).
Results: In the pilot study, exploratory factor analysis (EFA) was conducted on 34 items, resulting in the removal of one item with low factor loading, reducing the total to 33 items. Pooled-confirmatory factor analysis (CFA) on the field study data led to the elimination of three additional low-factor loading items, retaining 30 items with high factor loading. The model achieved an adequate fit, as indicated by composite reliability, average variance extracted, and fitness indexes.
Conclusion: The measurement model for augmented reality applications integrated with PECS and TEACCH methods among special needs children in Malaysia has been validated and is a reliable instrument for assessing the effectiveness of these applications in future research.