Exploring the effectiveness of an augmented reality-based program in improving writing skills among students with learning disabilities from a Jordanian context

This study investigated the effectiveness of an augmented reality (AR) program in improving Arabic writing skills among students with learning disabilities.Using a quasi-experimental design, the research aimed to evaluate how AR-based instruction impacts writing performance in this student group.A specially designed writing test targeted key writing challenges such as producing visually and phonetically similar letters, long vowels (Al-Madd), nunation (Al-Tanween), geminated letters (Al-Shaddah), differentiating between Taa Marbutah and Taa Maftouhah, identifying solar and lunar letters, and sentence construction.Thirty-two students were divided equally into an experimental group, which received AR-based instruction, and a control group, which was taught using traditional methods.The study found a statistically significant improvement in the writing performance of the experimental group compared to the control group.These results confirm that AR technology can effectively enhance Arabic writing skills in elementary students with learning difficulties.The study concludes that AR programs offer promising tools for educational development in special education contexts.It recommends future research focus on scientifically grounded educational strategies, customize AR interventions for students with cognitive and developmental challenges, and employ more precise assessment tools for measuring writing skills.This approach would maximize educational benefits and provide reliable evidence for adopting AR in teaching writing to students with learning disabilities.