Abstract

Conclusion. This research makes an important contribution to the design of inclusive technology-based learning, and recommends the expansion of trials at the higher education level and diverse local cultural contexts.

Keywords: Compound Intelligence, Literacy, Character Education, Item Response Theory, Bayesian IRT

References   

Aghasafari, S., Needles, T., & Malloy, M. (2025). Multimedia arts learning: connecting STEAM among special education students. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00440-7

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). The effect of Universal Design for Learning (UDL) application on e-learning acceptance: A structural equation model. International Review of Research in Open and Distributed Learning, 18(6), 54–87. https://doi.org/10.19173/irrodl.v18i6.2880

AR, A. R. (2024). The Synergy of Augmented Reality (AR) and Universal Design for Learning (UDL) in Inclusive Education. https://doi.org/10.4018/979-8-3693-1405-0.ch006

Babchuk, W. A. (2016). Review of Qualitative Research: A Guide to Design and Implementation (2016) by SB Merriam & EJ Tisdell. https://doi.org/10.1177/0741713616671930

Blum-Smith, S., Yurkofsky, M. M., & Brennan, K. (2021). Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs. Computers and Education, 160, 104042. https://doi.org/10.1016/j.compedu.2020.104042

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping Research in Student Engagement and Educational Technology in Higher Education: A Systematic Evidence Map. International Journal of Educational Technology in Higher Education, 17, 1–30. https://doi.org/10.1186/s41239-019-0176-8

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, Vol. 11, pp. 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. Educational Psychology Review, Vol. 33, pp. 213–247. https://doi.org/10.1007/s10648-020-09530-4

Chen, L., Zhao, H., Shi, C., Wu, Y., Yu, X., Ren, W., Zhang, Z., & Shi, X. (2024). Enhancing Multi-Modal Perception and Interaction: An Augmented Reality Visualization System for Complex Decision Making. Systems, 12(1), 7. https://doi.org/10.3390/systems12010007

Chow, W. S. E., de Bruin, K., & Sharma, U. (2023). A scoping review of perceived support needs of teachers for implementing inclusive education. International Journal of Inclusive Education, Vol. 28, pp. 3321–3340. https://doi.org/10.1080/13603116.2023.2244956

Clark, R. S., & Clark, V. L. P. (2022). The use of mixed methods to advance positive psychology: A methodological review. International Journal of Wellbeing, 12(3), 35–55. https://doi.org/10.5502/ijw.v12i3.2017

Cunningham, R., & Hansen, C. G. (2022). The Hippo pathway in cancer: YAP/TAZ and TEAD as therapeutic targets in cancer. Clinical Science, Vol. 136, pp. 197–222. https://doi.org/10.1042/CS20201474

DeMatthews, D. E., Serafini, A., & Watson, T. N. (2021). Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change. Educational Administration Quarterly, 57(1), 3–48. https://doi.org/10.1177/0013161X20913897

Fadeev, A., & Milyakina, A. (2021). Multisensory learning environments. Research project Education on Screen. SHS Web of Conferences, 130, 02003. https://doi.org/10.1051/shsconf/202113002003

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778

Helena Martins, M., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, Vol. 22, pp. 527–542. https://doi.org/10.1080/13603116.2017.1377299

Hermanto, H., & Pamungkas, B. (2023). Teacher Strategies for Providing Access to Learning for Students with Special Needs in Elementary Schools. International Journal of Learning, Teaching and Educational Research, 22(4), 345–361. https://doi.org/10.26803/ijlter.22.4.20

Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for learning: An examination using an extended technology acceptance model. IEEE Access, 9(6), 6798–6809. https://doi.org/10.1109/access.2020.3048708

Jayedi, A., Khan, T. A., Aune, D., Emadi, A., & Shab-Bidar, S. (2022). Body fat and risk of all-cause mortality: a systematic review and dose-response meta-analysis of prospective cohort studies. International Journal of Obesity, Vol. 46, pp. 1573–1581. https://doi.org/10.1038/s41366-022-01165-5 

Jdaitawi, M., & Kan’an, A. (2021). A Decade of Research on the Effectiveness of Augmented Reality on Students With Special Disability in Higher Education. Contemporary Educational Technology, 14(1), 332–347. https://doi.org/10.30935/cedtech/11369

Karisa, A. (2023). Universal design for learning: not another slogan on the street of inclusive education. Disability and Society, 38(1), 194–200. https://doi.org/10.1080/09687599.2022.2125792

Keene, M. A., Haegele, J. A., Ball, L. E., Nowland, L. A., & Zhu, X. (2024). Exploring Blind and Visually Impaired Students’ Views on How to Improve Physical Education. Journal of Teaching in Physical Education, 43(3), 416–424. https://doi.org/10.1123/jtpe.2023-0013

Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., & Campbell, W. (2018). A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and Development, Vol. 44, pp. 670–688. https://doi.org/10.1111/cch.12576

Khowaja, K., Al-Thani, D., Banire, B., Salim, S. S., & Shah, A. (2019). Use of augmented reality for social communication skills in children and adolescents with autism spectrum disorder (ASD): A systematic review. ICETAS 2019 - 2019 6th IEEE International Conference on Engineering, Technologies and Applied Sciences, 8, 78779–78807. https://doi.org/10.1109/ICETAS48360.2019.9117290

Khowaja, K., Al-Thani, D., Hassan, A. O., Shah, A., & Salim, S. S. (2020). Mobile augmented reality app for children with autism spectrum disorder (asd) to learn vocabulary (marvoc): From the requirement gathering to its initial evaluation. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12211 LNCS, 424–437. https://doi.org/10.1007/978-3-030-50164-8_31

Klein, A. Z., Kunatharaju, S., O’Connor, K., & Gonzalez-Hernandez, G. (2023). Automatically Identifying Self-Reports of COVID-19 Diagnosis on Twitter: An Annotated Data Set, Deep Neural Network Classifiers, and a Large-Scale Cohort. Journal of Medical Internet Research, 25, e46484. https://doi.org/10.2196/46484

Kryszewska, H. (2017). Teaching Students with Special Needs in Inclusive ClassroomsSpecial Educational Needs. ELT Journal, 71(4), 525–528. https://doi.org/10.1093/elt/ccx042

Lai, C., Wang, Q., & Huang, X. (2022). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers’ technology adoption. British Journal of Educational Technology, 53(5), 1389–1411. https://doi.org/10.1111/bjet.13200

Low, H. M., Wong, T. P., Lee, L. W., Makesavanh, S., Vongsouangtham, B., Phannalath, V., Che Ahmad, A., & Lee, A. S. S. (2021). Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change. Autism, 25(5), 1216–1233. https://doi.org/10.1177/1362361320984899

Mason, G. M., Goldstein, M. H., & Schwade, J. A. (2019). The role of multisensory development in early language learning. Journal of Experimental Child Psychology, 183, 48–64. https://doi.org/10.1016/j.jecp.2018.12.011

Menke, K., Beckmann, J., & Weber, P. (2019). Universal design for learning in augmented and virtual reality trainings. In Universal Access Through Inclusive Instructional Design: International Perspectives on UDL (pp. 294–304). https://doi.org/10.4324/9780429435515-39

Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964

Nave, L. (2020). UDL in Online Environments: The why of learning. Journal of Developmental Education, 44(1), 30–31.

Nunes, A. R. (2016). Book review: seven steps to a comprehensive literature review: a multimodal and cultural approach by Anthony J. Onwuegbuzie and Rebecca Frels. LSE Review of Books, 28(1). https://doi.org/10.21505/ajge.2019.0006

O’Shea, P. M. (2011). Augmented Reality in Education. International Journal of Gaming and Computer-Mediated Simulations, 3(1), 91–93. https://doi.org/10.4018/jgcms.2011010108

Olson, C. B., Matuchniak, T., Chung, H. Q., Stumpf, R., & Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in grades 7-12. Journal of Educational Psychology, 109(1), 1–21. https://doi.org/10.1037/edu0000095

Pivoda, K., & Stickney, D. (2020). Review of Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. Education Review, 27. https://doi.org/10.14507/er.v27.2851

Prasertpong, P., Charmondusit, K., Taecharungroj, V., Rawang, W., Suwan, S., & Woraphong, S. (2023). Factors influencing science and environmental education learning of blind students: A case of primary school for the blind in Thailand. International Journal of Education and Practice, 11(2), 295–307. https://doi.org/10.18488/61.v11i2.3338

Quintero, J., Baldiris, S., Rubira, R., Cerón, J., & Velez, G. (2019). Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01835

Sarpy, N. L. (2016). The meaning baccalaureate nurse educators ascribe to their remediation experiences: Qualitative study. Meaning Baccalaureate Nurse Educators Ascribe to Their Remediation Experiences: Qualitative Study, p. 1. Capella University.

Schwandt, T. A. (1996). Qualitative Data Analysis: An Expanded Sourcebook. Evaluation and Program Planning, 19(1), 106–107. https://doi.org/10.1016/0149-7189(96)88232-2

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006

Shore, L. M., Cleveland, J. N., & Sanchez, D. (2018). Inclusive workplaces: A review and model. Human Resource Management Review, 28(2), 176–189. https://doi.org/10.1016/j.hrmr.2017.07.003

Tangye, S. G., Al-Herz, W., Bousfiha, A., Cunningham-Rundles, C., Franco, J. L., Holland, S. M., Klein, C., Morio, T., Oksenhendler, E., Picard, C., Puel, A., Puck, J., Seppänen, M. R. J., Somech, R., Su, H. C., Sullivan, K. E., Torgerson, T. R., & Meyts, I. (2022). Human Inborn Errors of Immunity: 2022 Update on the Classification from the International Union of Immunological Societies Expert Committee. Journal of Clinical Immunology, 42(7), 1473–1507. https://doi.org/10.1007/s10875-022-01289-3

Tatz, J. R., Undorf, M., & Peynircioğlu, Z. F. (2021). Effect of impoverished information on multisensory integration in judgments of learning. Journal of Experimental Psychology: Learning Memory and Cognition, 47(3), 481–497. https://doi.org/10.1037/xlm0000953

Tjahjani, J., & Jinanto, D. (2021). Teaching French language through films: The cultural contents in French and Francophone films. Indonesian Journal of Applied Linguistics, 11(2), 382–391. https://doi.org/10.17509/ijal.v11i2.29450

Tobin, M. T. (2018). Multimodal Literacy. https://doi.org/10.4018/978-1-5225-7365-4.ch009

Vygotsky, L. S. (1978). 4-Vygotsky.

Watson, A., Wozniak-O’Connor, V., & Lupton, D. (2023). Health information in creative translation: establishing a collaborative project of research and exhibition making. Health Sociology Review, 32(1), 42–59. https://doi.org/10.1080/14461242.2023.2171802

Wong, L. L., Phuah, K. C., Dai, R., Chen, H., Chew, W. S., & Adams, S. (2021). Bond Valence Pathway Analyzer-An Automatic Rapid Screening Tool for Fast Ion Conductors within softBV. Chemistry of Materials, 33(2), 625–641. https://doi.org/10.1021/acs.chemmater.0c03893

Wong, P. W., Lam, Y., Lau, J. S., & Fok, H. (2021). The Resilience of Social Service Providers and Families of Children With Autism or Development Delays During the COVID-19 Pandemic—A Community Case Study in Hong Kong. Frontiers in Psychiatry, 11, 561657. https://doi.org/10.3389/fpsyt.2020.561657

Yegorina, D., Armstrong, I., Kravtsov, A., Merges, K. R., & Danhoff, C. (2021). Multi‐user Geometry and Geography Augmented Reality Applications for Collaborative and Gamified STEM Learning in Primary School. Review of Education, 9(3). https://doi.org/10.1002/rev3.3319

Young, M. (2019). Excellence gaps in education: Expanding opportunities for talented students [Book Review]. Australasian Journal of Gifted Education, 28(1), 1–446. https://doi.org/10.21505/ajge.2019.0006