English abstract
Technological advancement has presented new educational methods and,
when combined with the appropriate pedagogical foundations, it forms a new
face for education. The utilization of technology into education has created
exceptional solutions to educational challenges that are currently present in
our systems. AR is a newly founded technology in education that has
revolutionized the educational experience. Smartphones and mobile devices
have become widely available spread enabling all users to get familiarized
and experienced with AR applications. The present study aimed to
investigate deaf students' teachers (DSTs) knowledge, skills, attitudes, and
challenges. To achieve the study objectives, a descriptive mixed-method
research design was adopted. The study sample consisted of all teachers of
Al-Amal school for deaf students in Muscat Governorate (N=100) from
different subjects' specializations and with various levels of experience. The
study instruments used to collect the data were a questionnaire and semi structured interviews. The quantitative data was analyzed using descriptive
statistics (mean and standard deviation), Independent Samples t-Test, and
One-way ANOVA of the Statistical Package for Social Sciences (SPSS)
software. The qualitative data was analyzed using thematic analysis. The
findings revealed that DSTs had a low level of knowledge of using AR
technology for teaching deaf students.
Furthermore, DSTs had a low level of mastery skills in using AR technology
for teaching deaf students. In contrast, DSTs had positive attitudes toward
using AR technology for teaching deaf students. Thus, DSTs faced several
challenges in using AR for teaching deaf students. In addition, there were not
any statistically significant differences in teaching experience and subject
specialization of DSTs in using AR for teaching deaf students. In light of the
research findings, implications and recommendations were outlined. As well,
suggests topics and issues for future research were provided.
