Augmented reality's potential for addressing writing challenges in students with learning disabilities

Abstract The increasing use of mobile devices in educational settings is mainly attributable to the significant contributions made by technological advancements. These devices now make it possible to incorporate mobile applications, such as augmented reality (AR), in order to provide students with learning disabilities with assistance in improving their writing skills. A qualitative semi‐structured interview was conducted with 12 expert special education teachers who specialised in learning disabilities to identify the challenges faced by students with learning disabilities in improving writing skills and the prospects of using AR to improve writing skills among these students. This study examines the specific challenges faced by students with learning disabilities in improving writing skills and explores the potential of AR to enhance their learning experiences. The research seeks to establish a foundation for designing and developing AR writing interventions designed to meet the distinct requirements of students with learning disabilities, based on analysis of the feedback and observations provided by special education teachers. The results emphasise the importance of incorporating cutting‐edge educational technology, such as AR, to facilitate learning in special education settings. Interviews with special education teachers revealed themes related to students' challenges in improving their writing skills. Simultaneously, the study explores the potential of AR in delivering targeted interventions that actively involve students and enhance educational achievements. The findings of this research improve our understanding of how to effectively incorporate AR tools into special education settings to promote the development of students' writing skills.