In higher education settings, students are required to use their own devices to record attendance interact with classes through online systems and other learning-teaching sources such as timetables, virtual learning environment. Real opportunity to use digital technology such as augmented reality AR technology have been used in several fields, uncovering diverse benefits regarding its usage. However, further research is needed to understand exactly how the AR enhance students learning. Focusing on individuals with special needs, AR is being used in higher education for the last few years to enhance physical, cognitive, personal, and social abilities. This systematic review presented an overview of the usage of AR technology in the special needs area in higher education literature published between 2011 and 2020 and focused on research indexed in 8 international databases. 36 studies were included for review. The results indicate that the majority of research showed positive outcomes as the AR technology proved to be effective with students with disabilities. The results also showed that AR technology was mostly used in intellectual disability setting. Finally, the result evidenced that AR assists students in enhancing their social skills, social relationships and their engagement. The results from this systematic review provide valuable information regarding to enhance individual with special needs. Future empirical research should ensure that all research is included, including settings, level of students and data collection methods such as quantitative and qualitative.

Digital technology development has led to the creation of various learning options in the science education field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.

Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria’ in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.

Prior studies have mostly studied artificial intelligence AI education from students’ perspectives from various majors. However, it is necessary to understand physical education students’ perception and their attitudes towards AI because they are essential personnel for physical education. To fill the gap in literature, the aim of this study is to determine physical education students’ attitudes and to analyze the perceived usefulness of AI. The study also investigated the differences in students’ attitudes and their perceived usefulness level regarding AI technology. A descriptive research design was used in this study, with a questionnaire to collect data from the study participants. The number of participants was 210 physical education students. The findings revealed that the participants expressed low to moderate positive attitudes towards using AI in their learning. Additionally, students had a moderate level of perceived usefulness of using AI. In addition, student attitudes and their perceived usefulness level regarding AI technology did not differ significantly based on gender, students age and their experiences. These findings provide valuable insight for academicians by filling a knowledge gap in the existing literature and demonstrating the concrete use of AI technology in the realm of physical education. Recommendations are enumerated based on the obtained findings.

BACKGROUND: The impact of Coronavirus Disease-19 on peoples’ life has become evident. Recently, sport activities are important in improving individual health and their well-being. The aim of this study is to investigate the effect of using mobile phone fitness applications on some characteristics of physical fitness and psychological well-being of female university students. MATERIALS AND METHODS: A descriptive study design was implemented using a survey which was adapted to collect data from a sample of 50 female participants within the age of 18 to 19 years. As for the results, the participants indicated that they used physical fitness application by smart phone regularly during COVID-19. RESULTS: The results also illustrate that there was a significant difference on the study variables based on the study groups and test time. The study results extend literature concerning sport activities participation and promoting positive well-being during COVID-19 pandemic. CONCLUSION: The study indicated a significant difference of the application on physical fitness and psychological well-being among the participants. Based on the results, the study recommended to organize several sport activities among students and encourage them to use smart phones for positive purposes. Finally, practical implications are outlined.

There is a growing interest in utilizing technology tools such as augmented reality to support individuals with disability in general and intellectual disabilities in particular. Therefore, the purpose of this study is to assess the effectiveness of augmented reality technology in improving positive outcomes of individual with intellectual disabilities. Following Arksey and O’Malley and Kitchenham guideline, a meta-analysis of the overall effect of augmented reality on individuals with intellectual disabilities was conducted. Twenty-two studies were considered to explore the effect of augmented reality technology on the outcomes of individuals with intellectual disabilities. The result of the majority of the studies indicated that augmented reality technology was effective in improving positive outcomes among individuals with intellectual disabilities. Hence, the study offers the benefits of utilizing augmented reality technology in special needs setting and could be a successful technology among individuals with intellectual disabilities.