The Effect of Using Augmented Reality-Based Media on Increasing the Attention of Students with Intellectual Disabilities

Ellora Fauziyyah Hanif, Ahsan Romadlon Junaidi, Ranti Novianti, Dimas Arif Dewantoro

Abstract


One of the most common problems experienced by students with intellectual disabilities is attention problems. Attention problems in children with intellectual disabilities can worsen the impact of academic disabilities on children. To improve attention skills, effective learning strategies and attractive media are needed. The learning program using android-based augmented reality using tablet devices serves as a stimulator tool that not only creates interest but also student and teacher engagement in the learning process. The participants in this study are 10-year-old children with mild intellectual disabilities who attend SLB Idayu 1 Malang City. This research aims to analyze and evaluate the use of augmented reality-based media on attention in learning for children with intellectual disabilities. Data collection is done by observation with indicators of student on-task time. This research uses Single Subject Research experimental method with A-B-A design and descriptive statistical technique to analyze the data. The results showed a temporary increase in student attention to the learning program with augmented reality. This is due to several factors involved in learning activities. Factors that contribute to the results of this study include unfavorable environment, distraction, teaching style and the influence of the child's condition, while internal factors include boredom or illness and decreased motivation and interest.

Keywords


Attention; Augmented Reality; Intellectual Disabilities

Full Text:

PDF

References


Anderson, J. R. (2005). Cognitive psychology and its implications. Macmillan.

Ayearst, L. E. , B. R. M. , & W. M. D. (2023). Improving On-Task Behavior in Children and Youth with ADHD: Wearable Technology as a Possible Solution. Journal of Pediatric Neuropsychology, 9(4), 175–182.

Bateson, M. , & M. P. (2007). Measuring behaviour: an introductory guide (3 ed.). Cambridge university press.

Bos, A. S., Herpich, F., Kuhn, I., Guarese, R. L., & Tarouco, L. M. , Z. M. A. , . . . & W. L. (2019). Educational technology and its contributions in students’ focus and attention regarding augmented reality environments and the use of sensors. Journal of Educational Computing Research, 57(7), 1832-1848.

Broman, B. L. (1970). The short attention span: Fact and myth. Childhood Education, 47(3), 156–158

Cakir, R. , & K. O. (2019). The effectiveness of augmented reality environments on individuals with special education needs. . . Education and Information Technologies, 24(2), 1631–1659

Chairunnisa, R. S., & Kemala, C. N. (2020). Penerapan teknik shaping untuk meningkatkan durasi perilaku on-task anak dengan masalah atensi. Jurnal Psikologi Insight Departemen Psikologi, 4(1)

Cornish, K., Steele, A., Monteiro, C. R., Karmiloff-Smith, & Scerif, G. (2012). Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways. Frontiers in Psychology, 3, 227.

Eliza, R. , & N. N. (2020). Perilaku Siswa yang Tidak Dikehendaki (Off Task Behavior) dan Penanganan Konselor. Syifaul Qulub: Jurnal Bimbingan Dan Konseling Islam, 1(2), 76–89.

Emerson, E. (2003). Prevalence of psychiatric disorders in children and adolescents with and without intellectual disability. Journal of Intellectual Disability Research, 47, 51–58.

Escobedo, L. , T. M. , Q. E. , F. J. , & G.-R. D. (2014). Using augmented reality to help children with autism stay focused. IEEE Pervasive Computing, 13(1), 13(1), 38–46.

Fitri, A. (2021). Diktat Psikologi Kognitif I. Institut Agama Islam Negeri Jember.

Ghasemi, S. , B. M. , U. S. D. , & G. D. (2024). Attention and Sensory Processing in Augmented Reality: Empowering ADHD Population. International Conference on Human-Computer Interaction, 301–320.

Graham-Day, K. J., Gardner III, R., & Hsin, Y. W. (2010). Increasing on-task behaviors of high school students with attention deficit hyperactivity disorder: Is it enough? . . Education and Treatment of Children, 33(2), 205–221

Halimah, H. , N. N. , & B. A. (2020). Analisis Faktor Penyebab Perilaku Off-Task Siswa. JIMBK: Jurnal Ilmiah Mahasiswa Bimbingan & Konseling, 5(1).

Jafari, E., Talebi-Abatari, Z., Zadeh, M. R., & Firoozabad, V. S. (2023). The Effect of Augmented Reality on the Level of Attention of First Elementary Students in the Course of Experimental Sciences. Journal of Educators Online, 20(3).

Kirk, H. E., Gray, K. M., Ellis, K., Taffe, J., & Cornish, K. M. (2016). Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial. Journal of Child Psychology and Psychiatry, 57(12), 1380–1389.

López-García, A. , M.-M. P. , & M. J. (2019). Design, application and effectiveness of an innovative augmented reality teaching proposal through 3P model. Applied Sciences, 9(24), 5426.

Mash, E. J. , & W. D. A. (2019). Abnormal child psychology. (7th ed.). Cengage.

Matlin, M. W., Worth, F., San, P., New, D., Orlando, Y., San, A., Toronto, A., London, M., & Tokyo, S. (1994). Edisi Ketiga KOGNITIF Harcourt Brace Publishers.

Maulana, M. A. (2019). Perilaku Off Task Dalam Pembelajaran. Jurnal Advice, 1(1), 27–35.

Muhaidat, F., Alashkar, W., Jdaitawi, M., Abu-Joudeh, M., Hussein, E., Rabab’h, B., Kan’an, A., & Talafha, F. (2022). A Meta Analysis on Augmented Reality Application for Individuals with Intellectual Disability. International Journal of Information and Education Technology, 12(9), 970–976. https://doi.org/10.18178/ijiet.2022.12.9.1708

Ozdamli, F. , & K. D. (2018). Preschool teachers’ opinions on the use of augmented reality application in preschool science education. Croatian Journal of Education, 20(1), 43–74.

Pirnazar, T., Pourmohamadreza-Tajrishi, M., Zadeh Mohammadi, A., Haidarian, M., & Ahmadi, A. (2022). The efficacy of therapeutic use of play on improving attention span of mild intellectually disabled children. Iranian Rehabilitation Journal, 20(3), 317–326.

Purba, R. T., & Putri, A. P. D. (2023). Pengaruh Penguatan Positif Terhadap Sikap Perhatian Murid Kelas Satu Sekolah Dasar. Aletheia, 4(2), 53-60.

Putri, F. R. A. (2024). Pengembangan Augmented Reality Berbasis Android Untuk Enjoyful Learning Pada Anak ADHD. Universitas Negeri Malang.

Schaefer, C., & Millman, H. L. (1994). How to help children with common problems. Jason Aronson, Incorporated.

Sunanto, J., Takeuchi, K., & Tsukuba, U. (2006). Pengantar Penelitian Dengan Subyek Tunggal




DOI: http://dx.doi.org/10.17977/um031v11i12025p146-151

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Jurnal ORTOPEDAGOGIA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

"Jurnal Ortopedagogia" is Indexing by:

 

View My Stats