Utilising multimedia and computer-assisted instruction models is now common practice in the special needs education. Augmented reality (AR) is one of the interactive multimedia applications that has been acknowledged as a powerful way to improve the user experience. Research on the use of augmented reality (AR) as an educational intervention among children with special needs has significantly increased in the last few years. However, there is limited study on the application of AR that integrates both TEACCH and PECS for children with special needs. Therefore, the purpose of this study is to develop a valid and reliable measurement model of the augmented reality applications with PECS and TEACCH methods among special needs children. Prior to the distribution of the survey questionnaire among 100 teachers and parents of children with special needs, the survey questionnaire was assessed by the experts of the criteria, substance, and face validity. The five-point Likert scale structured survey questionnaire was developed to measure respondents' levels of agreement or disagreement with the item statements or questions given. The collected data were subjected to an exploratory factor analysis (EFA) utilizing IBM-SPSS version 26.0. Based on the outcomes of the EFA procedure, one item with low factor loading and below the 0.6 cut-off threshold were removed. The actual 34 items representing the six constructs were reduced to 33 items. The 33 items with high factor loading from the EFA procedure were retained to be used in the real fieldwork data collection before performing confirmatory factor analysis (CFA) procedure.
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(Ramli & Bakar, 2024)
Ramli, M. S., & Bakar, N. A. (2024). Exploratory Factor Analysis on the Measurement Model of the Augmented Reality Applications with PECS and TEACCH Methods for Special Needs Children. International Journal of Academic Research in Business and Social Sciences, 14(8), 1484–1497.
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