Impact assessment of perceived efficacy and training on perceived usefulness of augmented reality application as educational intervention among ASD children

Abstract

Children with Autism Spectrum Disorder (ASD) are individuals with neurodevelopmental conditions that can significantly impact their behavior, communication skills, and social interactions. In line with the fourth industrial revolution, Education 4.0 requires students with autism spectrum disorder to transition from traditional learning methods to technology-based tools such as augmented reality (AR). By blending virtual elements with the real world, AR enables users to interact with digital content in real-time within a physical environment. However, there has been limited research on the use of augmented reality (AR) in special education needs. Therefore, the purpose of this research is to assess how teachers and parents of children with ASD perceive the effectiveness and training requirements of AR applications. This cross-sectional study surveyed 381 teachers and parents using a questionnaire developed based on the Technology Acceptance Model (TAM), which served as the theoretical framework. The questionnaire included six constructs and corresponding items and was randomly distributed among the participants. Data were analyzed using simple linear regression in IBM-SPSS version 26.0 to assess the impact of perceived efficacy and training on the perceived usefulness of AR applications for educational planning for children with ASD in Malaysia. The regression results indicated that perceived efficacy and training significantly predicted a substantial percentage of the variance in the perceived usefulness of AR applications. These findings highlight the importance of both factors in supporting the adoption of AR as an educational intervention for children with ASD.