واقع استخدام تقنية الواقع المعزز في تدريب الطلبة ذوي اضطرابات التواصل
This study has aimed to identify the reality of using augmented reality technologies in training students with communication disorders in Jeddah, from their teacher’s perspective, and to explore whether if there is a statistical relationship (α ≤ 0.05) between their opinions and variables that can contribute to it, the specific variables in question are: number of years in service, number of courses taken in teaching technologies and the type of teaching environment. The researchers have used the descriptive analytical method, beside the questionnaire as a tool of study, the field of study composed of the all teachers of communication disorders in Jeddah, as they received a total of (75) responses out of (88) individuals. The researchers have used several statistical methods consists of calculating means, standard deviations, Pearson correlation coefficient test, Cronbach's alpha equation and one way analysis of variance test. One of the results that was concluded in this research that teachers determine the use of AR technologies in training students with communication disorders is average from their perspective, and there is no statistically significant relationship between variables and their opinions. Furthermore, the researchers concluded that the use of AR with students with communication disorder is weak to average, and there are maybe some negative sides to it that requires more researching and studies. He also recommends the encouragements with teachers to use AR and incorporate it, and establishing a reward system for the ones who does, beside finding a new course that are meant to enriching teachers' knowledge about it and preparing new teachers too. (Published abstract)