Augmented reality framework for Arabic literacy in special needs learners

Abstract

This study develops and evaluates an augmented reality (AR) instructional framework designed to improve Arabic reading literacy among murid berkeperluan khas or students with special educational needs (MBK). These learners, particularly those with mild cognitive and processing difficulties, face challenges in recognizing Hijaiyyah or Arabic alphabet letters, producing accurate makhraj, and decoding basic vowels due to limited access to structured and accessible Arabic literacy instruction. The framework was developed using multimodal AR components that combine visual, auditory, and kinaesthetic interactions to support foundational Arabic reading skills. Usability evaluation was conducted with five experts in Arabic language pedagogy, special education, and educational technology using the validated usefulness, satisfaction, and ease of use (USE) questionnaire. Results show strong expert agreement across all dimensions: usefulness (93.2%), ease of use (89.4%), ease of learning (87.9%), and satisfaction (92.7%). The framework was considered practical, easy to implement, and capable of enhancing teacher support for MBK learners. The findings indicate that the AR framework has the potential to increase learner engagement, strengthen instructional effectiveness, and promote more inclusive Arabic literacy practices in special education classrooms.