Strategic Planning for Inclusive Education: Exploring and Validating the Measurement Model for Augmented Reality Applications Among Special Needs Children in Malaysia

Background: Augmented reality (AR) applications can enhance cognitive development, social skills, and emotional behaviors in children with special needs. However, limited research exists 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 aimed to explore and validate a measurement model of AR applications combined with PECS and TEACCH methods among special needs children in Malaysia. Methods: This cross-sectional study included 100 respondents selected using a stratified random sampling approach for a pilot study, with data analyzed through exploratory factor analysis (EFA). For the main field study, 300 teachers, parents, and caretakers of special needs children from four regions of Peninsular Malaysia participated by completing a self-administered survey questionnaire. Data from the field study were subsequently analyzed using confirmatory factor analysis (CFA). Results: During the pilot study, EFA was conducted on 34 items, leading to the removal of one item due to low factor loading, leaving 33 items. Pooled CFA conducted on the field study data led to eliminating three additional items with low factor loadings, retaining 30 items with high factor loading. The model achieved an adequate fit, as confirmed by composite reliability, average variance extracted, and fitness indexes. Conclusion: The measurement model for AR applications integrated with PECS and TEACCH methods among special needs children in Malaysia has been validated. It provides and is a reliable instrument for assessing the effectiveness of these applications in future research.