Understanding the Effectiveness of Augmented Reality in Teaching Students With Intellectual Disabilities: An Extended TAM Approach From Saudi Educators

The integration of modern technologies in special education has gained increasing popularity in improving the learning outcomes of students with intellectual disabilities. This study investigates educators' perceptions of adopting augmented reality (AR) to teach these students in Saudi Arabia. Grounded on the extended Technology Acceptance Model (TAM) approach, this study empirically examines a comprehensive model linking perceived enjoyment of AR use, its relative advantages, and job relevance of AR to perceived usefulness of AR, along with linking time availability for AR integration, technology self-efficacy, and access to technology to perceived ease of use using structural equation modeling (SEM). A structured questionnaire was developed for the study and administered to 200 special education teachers across various schools in Saudi Arabia. The study also explored the mediating role of perceived ease of use of AR in the impact of facilitating conditions on teachers' attitudes toward AR. It was also found that teachers' attitude toward AR use predicted behavioral intention and the actual use and implementation of AR as an intervention method for teaching.