A Conceptual Framework for a Hybrid Simulation-Based Intervention: Teaching Self-Management Skills to Primary School Students with Autism
DOI:
https://doi.org/10.37134/bitara.vol19.1.3.2026Keywords:
Hybrid intervention, Simulation-based learning, Self-management skills, Autism spectrum disorder, Special education, Primary education, Augemented reality (AR), Virtual reality (VR), Design and Development Research (DDR)Abstract
This study aims to develop a hybrid simulation-based intervention module that enhances self-management skills among primary school students with autism. The module combines face-to-face instruction with digital technology through augmented reality (AR) combined with limited virtual reality (VR). This design creates interactive environments that closely resemble real-life situations. It enables students to practice daily routines in a structured, repetitive and meaningful manner to support long-term skill acquisition.
The research applies the Design and Development Research (DDR) methodology guided by the Sidek Module Construction Model, which comprises three sequential phases. The first phase involves a comprehensive needs analysis using questionnaires administered to special education teachers followed by semi-structured interviews with selected experts. This phase applies McKillip’s model to systematically identify gaps in existing instructional practices and uncover specific challenges faced by teachers in teaching self-management skills to primary school students with autism. Through this process, stakeholders’ expectations, current teaching realities and desired performance outcomes are analyzed to determine the precise needs that the Hybrid Intervention Teaching Module must address.
The second phase focuses on developing the module content and refining its instructional design through structured expert consultation. Piaget’s cognitive development theory guides the progression of self-management tasks, starting with concrete activities and gradually advancing to abstract concepts to match the developmental stage of primary school students with autism. Mayer’s multimedia learning principles support the integration of visual, auditory and interactive elements to enhance comprehension. Sweller’s cognitive load theory informs the organization of content to reduce unnecessary complexity and facilitate focused learning. The Modified Nominal Group Technique (mNGT) is used to obtain expert input. Following this, the Fuzzy Delphi Method (FDM) refines the findings by reaching consensus on the simulation tasks and confirming content validity.
The third phase evaluates the module using the TUP (Technology, Usability and Pedagogy) model. Technology integration is reviewed to confirm its compatibility with the classroom infrastructure. Usability assessment examines teacher and student interactions to evaluate navigation efficiency as well as accessibility. Pedagogical alignment is reviewed to ensure the module supports established teaching practices for students with autism. Feedback from teachers during classroom use is analyzed and used to refine the module. This process ensures the hybrid simulation remains relevant to Malaysian primary schools and provides a dependable tool for teaching self-management skills.
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