Students with dyslexia (SWDs) often face unique challenges within educational environments, particularly in subjects like physical education (PE) where traditional learning methods can leave them struggling to keep up. A new study conducted by researchers at Universiti Sains Malaysia has investigated how Augmented Reality (AR) technology can bolster the learning experience for these students, creating more inclusive PE classes.
Dyslexia, recognized as one of several learning disabilities, affects reading and comprehension skills, leading to negative impacts on academic performance and self-esteem. This demographic frequently experiences barriers to participating fully in sports and physical activities, often due to inadequately trained teachers and insufficient resources. The present research sought to identify these issues and explore the opportunities offered by innovative technologies to enrich the learning environment.
The study sampled 22 students with dyslexia and two PE teachers at a special education school located in Kedah, Malaysia. Over three weeks, the researchers deployed AR technology to visualize key physical exercises, guided by the Orton-Gillingham multisensory approach. This technique engages various senses to reinforce learning, targeting the specific needs of dyslexic students.
According to the authors of the article, "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." The research employed purposive sampling, wherein both students and teachers participated in interviews to gauge their experiences both before and after the AR intervention.
Emerging technologies like AR could transform educational landscapes, especially for those with learning disabilities. AR enhances engagement and provides unique visual representations of complex movements and techniques in sports. The authors noted, "Emerging technologies like Augmented Reality (AR) offer innovative solutions to enhancing inclusivity in PE," indicating the promise these tools have for the future of educational practices.
The implemented AR module features three levels of exercise intensity—low, moderate, and high—tailored to accommodate diverse student capabilities. This customization allows for greater flexibility and adaptability within lessons, enabling dyslexic students to participate fully without feeling overwhelmed by traditional text-heavy resources. The visual components of AR help simplify these movements, making them clearer for students who may otherwise struggle to interpret instructions.
Teacher feedback highlighted how AR increases efficiency and clarity during lessons, citing, "AR can simplify complex movements, making them clearer for students". This shift marks a notable advancement from conventional teaching methodologies, which often fail to engage SWDs adequately.
Even though the study demonstrates considerable promise for integrating AR within PE, challenges do persist. Technical issues such as app lagging, limited access to devices, and school policies restricting mobile use remain significant hurdles. Nonetheless, the findings reveal strong potential for AR to make physical education more engaging and accessible, bolstering student interest and participation.
The authors advocate for comprehensive teacher training to effectively incorporate AR technology within PE curricula, emphasizing the need for policies promoting the use of mobile devices as educational tools. These steps are pivotal for schools intending to smooth the transition toward more adaptive educational practices.
While this study marks progress, challenges remain. It calls for future research to continue exploring innovative instructional methods and the long-term efficacy of AR applications. Enhancing AR technologies, incorporating AI capabilities for personalized feedback, and creating AR-integrated curricular materials could lead to even broader applicability beyond the classroom.
The integration of AR technology offers students with dyslexia new opportunities to engage with physical activities meaningfully. By addressing existing barriers, schools can promote healthier, more active lifestyles for SWDs, enhancing both physical and mental well-being. Such initiatives can lead to improved academic outcomes and self-esteem, paving the way for all students to enjoy the multifaceted benefits of physical education.