In recent times, Arabic language teaching and learning (TnL) activities have diversified from the use of conventional methods towards incorporating creative value-added approaches. The integration of teaching aids (TnL materials) with technology has been shown to generate positive impacts, offering students a more interactive and engaging learning experience. One promising alternative is the application of augmented reality (AR) technology in Arabic language instruction. The development of a technology-assisted module has the potential to fulfill the indicators of innovation, interactivity, and effectiveness, while also enhancing students’ comprehension of the subject matter. Accordingly, this study seeks to obtain expert consensus on the components and elements underpinning the development of an AR-based module. The Fuzzy Delphi technique was employed to establish agreement among experts regarding the proposed components and elements through a fuzzy questionnaire. The study involved ten experts specializing in Arabic language T&L, educational technology, and curriculum module development. Data collected were analyzed using the Triangular Fuzzy Numbers method, while the ranking of priorities was determined through the Defuzzification Process. The findings revealed that all experts reached consensus, with a threshold value of less than 0.2 (d < 0.2), an agreement percentage exceeding 75%, and fuzzy score values (A) greater than 0.5. Overall, the main components and elements agreed upon by the experts demonstrate strong potential for producing a module that not only provides students with an enjoyable learning experience but also benefits teachers, given its interactive and flexible nature, open accessibility, and foundation in innovative and practical elements.
Rahim et al. (Wed,) studied this question.