Mokmin Nur Azlina Mohamed, Rassy Regania Pasca, Yie Darren Lim
Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, 11800, Penang, Malaysia.
Sci Rep. 2025 Mar 5;15(1):7682. doi: 10.1038/s41598-025-92533-4.
Students with dyslexia (SWDs), which is a specific learning problem that impairs reading, often experience inadequate academic performance and have a negative perception of themselves in general. However, despite the recognized benefits of Physical Education (PE) classes for physical and psychological development towards SWDs, barriers such as fear of injury, limited resources, and a shortage of trained teachers undermine the inclusivity of PE programs. The present study aims to uncover the issues when teaching PE using the traditional approach and investigate the possible opportunities, challenges, and effectiveness of integrating augmented reality (AR) technology in PE classes. SWDs (n = 22) and PE teachers (n = 2) were selected using purposive sampling, and interview sessions were conducted before and after the intervention. The transcription of the recorded sessions was then analyzed using thematic analysis, and a thematic map was constructed based on the findings. The implementation of AR in PE instruction has the potential to create a more inclusive learning environment, breaking down barriers and promoting the overall well-being of SWDs in Malaysian schools.
患有诵读困难症的学生（SWDs）存在特定的学习问题，会影响阅读能力，他们通常学业表现不佳，总体上对自己有负面认知。然而，尽管体育（PE）课对SWDs的身心发展有公认的益处，但诸如害怕受伤、资源有限以及缺乏训练有素的教师等障碍，破坏了体育课程的包容性。本研究旨在揭示采用传统方法教授体育时存在的问题，并调查在体育课中整合增强现实（AR）技术的潜在机会、挑战和有效性。采用目的抽样法选取了SWDs（n = 22）和体育教师（n = 2），并在干预前后进行了访谈。然后使用主题分析法对录制访谈的文字记录进行分析，并根据研究结果构建了主题图。在体育教学中实施AR有潜力创造一个更具包容性的学习环境，打破障碍，促进马来西亚学校中SWDs的整体福祉。
