The Development of Spelling Skills by Using Augmented-Reality (AR) Lessons for Pratomsuksa 3 Students with Learning Disabilities of Ban Cheng Doi Suthep School

Abstract

The objectives of this research were 1) to create an Augmented-Reality (AR) lessons for Pratomsuksa 3 students with learning disabilities of Ban Cheng Doi Suthep School 2) to compare achievements before and after using Augmented-Reality (AR) lessons for Pratomsuksa 3 students with learning disabilities of Ban Cheng Doi Suthep School 3)to study the satisfaction of Pratomsuksa 3 students with learning disabilities of Ban Cheng Doi Suthep School toward Augmented-Reality (AR) lessons. The research samples were selected by purposive sampling. There were 8 students of Pratomsuksa 3 of Ban Cheng Doi Suthep School. The research instruments consisted of 1) 9 Augmented-Reality (AR) lessons for Pratomsuksa 3 students with learning disabilities of Ban Cheng Doi Suthep School including 10 hours 2) Pretest and Posttest and 3) Students’ satisfaction questionnaire. Data were analyzed by using statistics and the method E1/E2 for Augmented-Reality (AR) lessons. Pretest and posttest scores were analyzed by using percentage, mean and standard deviation. The satisfaction of students was analyzed by using percentage, mean and standard deviation. The research found that 1) Augmented-Reality (AR) lessons for Pratomsuksa 3 students with learning disabilities of Ban Cheng Doi Suthep School were as effective as 85.75 /87.50 2) The achievement scores on Spelling Skills on posttest were higher than pretest scores 3) The satisfaction toward Augmented-Reality (AR) lessons was at the highest level with an average of 4.94.