Religiosity has been studied for its impact on other sociological and psychological aspects of society, particularly personal wellbeing and interpersonal relationships. However, it has yet to be studied for its impact on interreligious prejudice as measured by perceptions of interreligious threats. The present study investigates how religiosity (both positive and negative measures) affects perception of threats from other religious groups within the Malaysian context by using the Centrality of Religiosity Scale and the Inventory of Emotions towards God as measures of religiosity. Data collected through questionnaires administered to university students and recent graduates (N = 260) in Malaysia were subjected to bivariate correlation analysis, multiple regression analysis and mediation analysis. Our findings show that the positive and negative measures yielded different effects on the perception of interreligious threats. While the centrality of religiosity and positive emotions towards God have statistically significant negative correlation with perception of interreligious threats, we show that negative emotions towards God suppresses the effect of the positive measures of religion on the dependent variable. The paper discusses the implications of these results within the socio-political context of Malaysia, in which ethnic identity and religious affiliation are closely intertwined.

Verbal conversation has been a norm to many people in a society and it is one of the main approaches in conveying information from a sender to recipient. Verbal communication also can be used in daily conversations and learning purposes. However, deaf, and mute community face considerably difficulties and challenges in learning especially to the acquisition of communication skills. Thus, this concept paper is focusing on literature review mainly on the analysis of how technology could assist visually impaired learners learning experiences in regard to their learning experiences and the technology can be associated with game, multimedia and Extended Reality (XR) technology. Hence, the research effort discovers several Virtual Reality (VR) and games applications have been developed to cope with visually impaired learners for their learning experiences. The concern of the study is on XR applications, and our future research direction is to work on a systematic literature review of this study, followed by prototype of application that can support and improve deaf and mute learners learning experience in the forthcoming.