In recent years, the social perspective on disability has been changing, abandoning the more traditional medical paradigm, and replaced by more socially and contextually aware methods. In this sense, disability is now seen as a social construct, as the inability to accommodate the personal requirements of each individual. This has prompted changes in both educational interventions and media creation frameworks, based on paradigms that promote inclusivity. Considering the recognized social and educational potential of tabletop games, their recognized potential for inclusion intervention, it makes sense to look at this medium and how it can advocate the inclusion of each individual player's needs. The present study explores different conceptual structures for the purposes of establishing a framework for inclusive development approaches in tabletop games. Beyond people with disabilities and specific accessibility needs, this study also intends to broaden the spectrum of inclusion through analogue games reflecting on human diversity, with a specific focus on Game-Based Learning (GBL). Results intend to foster evidence based and inclusive GBL interventions, which does not present inclusive design and accessibility as an obstacle but instead a creative process that can be addressed proactively by the different stakeholders. Furthermore, the developed reflections constitute a concrete bridge between the premises of the social model of disability, the broad range of individuals' support needs, and the learning potential of tabletop games.
Prior research reveal that spatial navigation skills rely mostly in visual sensory abilities, but the study of how spatial processing operates in the absence of visual information is still incomplete. Therefore, a spatial navigation task in virtual reality using auditory cues was developed to study navigational strategies in sighted individuals. Twenty healthy adult participants were recruited. The task consisted of a VR scene, in which participants were asked to localize the sound source and move to the target without visual information (i.e. blindfolded). Task difficulty was manipulated by route length.The participants were first exposed in a study phase with the objective to move to the sound source and then return to the starting point. In a test phase, the participants performed the same task without the sound source but with auditory cues from obstacles to test spatial learning. This manipulation allowed to assess navigational strategies as local navigation in the first and wayfinding in the second phase. Performance was assessed from behavioral measures of execution time, obstacle collisions, and prompts during the task execution. These variables were correlated with established neuropsychological instruments for global cognition and memory abilities. The results revealed a relationship between executive functioning and task performance. Global performance was better in wayfinding involving spatial learning, while increases in task difficulty affected performance through execution time only for local navigation. These data reveal the importance of auditory information from spatial sound cues for spatial learning and navigation in a known environment.
Non-immersive VR environments are related to the least interactive application of VR techniques, such that interaction with the VR environment can occur commonly by 3D-TV without full immersion into the environment. This study presents how 3D-TV exposure combined with physiology recording can elicit fear of cockroaches among individuals with different levels of fear. Thirty-six participants, set apart into three fear groups (low vs. moderate vs. high), were exposed to VR environment with cockroaches for 4 minutes while recording and using cardiac activity as input to the VR environment. Results revealed significant effects on self-report measures and heart rate between different fear groups. Moreover, participants with higher levels of fear were more likely to trigger cockroaches into the scenario due to their cardiac acceleration. Overall results suggest that our physiology-driven VR environment is valid for fear elicitation while having potential use in therapeutic domain.
A Comissão Europeia, no Plano de Ação para a Educação Digital 2021-2027. Reconfigurar a educação e a formação para a era digital (2020), sublinha a necessidade de explorar o potencial das tecnologias digitais para a aprendizagem e o ensino e desenvolver competências digitais para todos. Nesta era digital, a educação tem um papel essencial na modificação da sociedade, assim como, a tecnologia. Juntas compreendem uma dimensão fundamental de mudança social, já que a evolução e a transformação das sociedades são construídas por meio da interação complexa de fatores culturais, económicos, políticos e tecnológicos. Face a este enquadramento, os objetivos que nortearam esta investigação foram captar e comparar as perceções de estudantes do ensino superior privado (universitário e politécnico) sobre o ensino remoto nas aprendizagens e analisar o impacto desta modalidade de ensino nas competências socioemocionais e digitais. Para conduzir este estudo, a metodologia utilizada foi a construção e aplicação de um questionário a estudantes de diferentes cursos de duas instituições de ensino superior privadas. A amostra foi intencional (Creswell, 2014). Os dados foram recolhidos via questionário on-line, composto por questões de escolha múltipla e abertas. Os resultados deste estudo mostram que as medidas de confinamento impostas afetaram a forma de estar, de aprender e de ensinar. E que os estudantes inquiridos apresentam uma similaridade em termos de competências socioemocionais mas divergente no respeitante a competências digitais. Defendem, na sua grande maioria, uma aposta inequívoca no ensino híbrido. Por esta investigação, de carácter exploratório, podemos concluir que a utilização das tecnologias, exploradas nas aulas on-line, representam uma grande possibilidade de dinamização do ensino pós-pandemia, e que as competências digitais são estrategicamente importantes no contexto das transições ecológica e digital.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.