Exploring Media and Communication Students’ Perception of Egyptian Universities’ Use of Augmented Reality in Learning

The aim of this study was to investigate the perceptions of media students in Egypt universities about using augmented reality (AR) technology in learning. To achieve this, the study adopted Technology Acceptance Model (TAM) and utilized a survey questionnaire to collect data from students in seven universities across Egypt. The findings revealed that (i) the students had a positive perception about using AR in media and communication learning; (ii) many media students in Egypt were not fully aware of the various AR technology applications in media and communication education; (iii) the students identified several negative factors that may hinder their acceptance of AR technology as an instructional tool, such as poor connectivity, lack of free AR programs, and lack of training programs. Addressing these barriers could help promote the adoption of AR technology in media and communication learning among students in Egypt. The significance of the study lies in that it sheds light on the need for increased awareness and education of the potential benefits of using AR technology in media and communication learning

The Effect of Using the QR Technique In Teaching the Skill of Dribbling in Basketball to Healthy and Deaf Students During COVID-19

This study aimed to identify the effect of using the QR technique in teaching the skill of dribbling in basketball to deaf healthy students during the Corona pandemic, as well as to identify the differences between the use of the QR technique and the traditional method, depending on the condition variable. The researchers used the experimental method in this study, and a deliberate sample of (24) healthy and deaf students was chosen, who were distributed equally into two experimental and control groups, and two measures were made, before and after, of the skill level of the sample, during which they applied the program, which lasted for a month, three days a week. per group. After collecting the data and using the necessary statistical treatments, it was found that there is an effective effect of using the QR technique, and there are statistically significant differences between the two measurements in favor of the post-measurement for both groups. As for the differences between the two groups, the development was in the level of skill performance in favor of the experimental group. The results also indicated that there were no statistically significant differences due to the variable of the type of students. In light of the results, the researchers recommended the need to provide the research results to each of the Ministry of Education, the Olympic Committee and the Basketball Association, and the adoption of technology as an educational guide for teachers and coaches in anticipation of any future emergency, and the need to hold specialized courses for university professors, teachers and trainers to train on creating content using the QR technology, and to conduct Similar studies to compare deaf and healthy people and extend them to include both sexes and in other games

Inclusion of Children With Special Needs in Early Childhood Education

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to examine preschool teachers’ attitudes in Hong Kong (N = 410). Teachers reported only modest support for inclusion. Teachers with training in special education were stronger advocates of inclusion, irrespective of their professional roles (administrator or class teacher), for children with intellectual disability, or visual, hearing, and speech and language impairments. However, neither teacher training nor professional role made a significance difference to teachers’ support of including children with physical disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning difficulty, and the gifted and talented. Implications for practice and further research are explored