Abstract
Augmented reality technology has a significant influence on the teaching approach provided to students with special needs. This type of technology particularly affects students’ level of self-efficacy, and was the premise for conducting the research. In this four-week quasi-experimental study, a pre- and post-test control group design was adopted. 24 students with special needs were randomly assigned to the augmented reality (AR) application group and the control group. Self-efficacy was measured depending on previous studies in a new technological environment. The results showed significant main effects for the AR on students’ self-efficacy, as AR group indicated to have higher total score than control group. The paired sample t-test overall mean scores indicated a significant increase in the self-efficacy of the students. For the experimental group, results showed an increase in the mean score of self-efficacy from pre to post-tests. The paired sample t-test overall mean scores indicated a significant, with the differences in the mean scores being −1.694, indicating a considerable increase. This study concluded that AR has significant effects on students with special needs, and that it can undoubtedly contribute to the teaching-learning process.
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