فاعلية الواقع المعزز في إكساب ذوي الإعاقة العقلية مهارة عبور إشارة المرور
The current research aims to measure the effectiveness of augmented reality in teaching individuals with intellectual disabilities the skill of crossing traffic signals. The research tools included a scene of a child crossing a traffic signal using augmented reality technology and a traffic signal crossing skill scale for individuals with intellectual disabilities. The experimental method was used, and the research sample consisted of twenty students with intellectual integration ranging in age from (6-12) years. They were divided into two groups, one experimental with (10) students and the other control with (10) students. An electronic learning environment was designed based on educational cards using augmented reality technology. The research found statistically significant differences at the level of (0.05) between the mean scores of the experimental group and the control group in the post-application in favor of the experimental group, indicating the effectiveness of augmented reality in teaching individuals with intellectual disabilities the skill of crossing traffic signals. There was also a statistically significant difference at the level of (0.05) between the mean scores of the experimental group in the pre- and post-application in favor of the post-application. The study recommended activating augmented reality technology in teaching individuals with intellectual disabilities. (Published abstract)