Augmented Reality for Personal Hygiene Safety Skill among Children with Intellectual Disabilities: A Development and Effectiveness Study
This study aimed to develop an augmented reality-based learning tool to teach personal hygiene safety skills to children with intellectual disabilities. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, followed by expert validation involving a media expert, a content expert, and a practitioner, and a Single Subject Research (SSR) A-B-A field trial with one child with an intellectual disability. The developed augmented reality incorporated interactive and safety-oriented learning features across three personal hygiene domains: toothbrushing, bathing, and hair washing. Validation results yielded scores of 84.2% from the media expert, 90.9% from the content expert, and 88.0% from the practitioner, with an overall validity score of 87.7%, categorized as very valid. The SSR A-B-A field trial showed a clear improvement in personal hygiene safety skills following the introduction of the AR media, with mean observation scores increasing from 14.00 (Baseline-1) to 24.88 (Intervention) and being maintained at 34.00 (Baseline-2), with 100% non-overlapping data (PND) between adjacent phases, indicating a highly effective intervention. The findings indicate that the AR is feasible for use in special education settings and has potential to support the development of personal hygiene safety skills among children with intellectual disabilities. These findings confirm that the developed AR learning media is highly valid and effective in improving personal hygiene safety skills in children with intellectual disabilities, suggesting its potential as an innovative instructional tool for special education practice.
Keywords: Augmented reality, Personal hygiene, Safety skills, Intellectual disabilities. Special education
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