Design and development of VR learning environments for children with ASD

Cai, Yiyu; Chiew, Ruby; Nay, Zin Tun; Indhumathi, C.; Huang, Lihui

doi:10.1080/10494820.2017.1282877

Cited by 33 publications

(18 citation statements)

References 21 publications

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“…The last few years, the use of virtual reality environments in education to foster learning has attracted the interest of the scientific community [8,9,10]. The most significant benefit of using virtual reality environments in learning is that they provide users the opportunity to experience situations that cannot be accessed physically [11].…”

Section: Vr For Teacher Educationmentioning

confidence: 99%

Designing a virtual environment for teacher training

Stavroulia

Baka

Lanitis

et al. 2018

Proceedings of Computer Graphics International 2018

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Virtual Reality(VR) is still an emerging technology in terms of recognizing its full potential in education and specifically in teacher education. A key issue of a VR-based approach for teacher training, is the level of presence along with the empathy inflicted on the trainees that will allow them to experience realistic and emotion-rich classroom situations in a virtual environment. This paper describes an experiment that aims to assess the influence of the graphical realism of a virtual classroom to the levels of presence and development of empathy skills for trainee teachers. Moreover, a second objective is to investigate whether there are significant differences between training in a VR classroom and a real physical classroom and how this affects the trainee teacher. The overall conclusion of the experiment is that the design of the VR classroom environment influenced the levels of immersion and presence. Moreover, according to the results there are serious indications that the VR system provided users the immersion necessary for the development of embodied thinking skills and thus of empathy in relation to multiculturalism.

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Section: Vr For Teacher Educationmentioning

confidence: 99%

Designing a virtual environment for teacher training

Stavroulia

Baka

Lanitis

et al. 2018

Proceedings of Computer Graphics International 2018

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show abstract

“…To respond to this issue, we drew on the taxonomy proposed by [8] that classifies the technologies in four levels, depending on three aspects: the amount of sensorimotor engagement; the amount of gestural congruency and the amount of immersion. Based on these three dimensions, the <project> consortium proposed to focus on the technologies with high levels of achievement in the taxonomy, i.e., motion-based interactive interfaces, (e.g., Kinect, Wii, and Leap Motion) as well as technologies implementing virtual reality (VR).…”

Section: Technologies Supporting Embodied Learningmentioning

confidence: 99%

The INTELed pedagogical framework

Martínez‐Monés

Sobrino

Georgiou

et al. 2019

Proceedings of the XX International Conference on Human Computer Interaction

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The theories of embodied cognition and embodied learning have attracted the attention of researchers and practitioners due to the new possibilities opened up by new multi-sensory interactive technologies. The application of these theories and technologies to special education has been intense in the last years, but their introduction in inclusive educational contexts is yet scarce. The aims at fulfilling this gap, by supporting teachers in acquiring knowledge and skills to use multi-sensory technologies to address the needs of special education children in inclusive educational contexts. This paper presents the work done in the first phase of the , aimed at establishing the pedagogical framework and the main concepts involved in the .

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“…Several others, such as Abubakar, Jahnkassim, and Mahmud 2015and Abubakar (2012), also write about the novel relationship between learning process and VR on heritage. Other authors have investigated learning in immersive environments, but not necessarily on heritage (Cai, Chiew, Nay, Indhumathi, & Huang, 2017).…”

Section: Context and Backgroundmentioning

confidence: 99%

Evaluating Learnability in a 3D Heritage Tour

Zamora-Musa

Velez

Paez-Logreira

2017

Presence: Teleoperators and Virtual Environments

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The implementation of 3D virtual reality (VR) environments to represent human culture and heritage has been growing during the last two decades as a result of information and communication technologies (ICT) development. Precisely, regarding virtual heritage development, some weaknesses have been detected such as ''lifeless'' environments lacking interaction, and research still under development on learning assessment. In this article, a VR environment is presented, through users taking a virtual tour visiting some elements of cultural heritage of the island of San Andrés, Colombia. In the tour, users participate in a 3D VR environment, answering questions and learning about the cultural heritage of the island. Also, the usability of the VR environment is assessed through SUMI (Software Usability Measurement Inventory) standard ISO9241-11 evaluating aspects such as usefulness and learnability. The results demonstrate that with the implementation of a VR environment about heritage, the users achieved optimum performance with an 80% average of correct answers and a high correlation between learning and the usability of the 3D VR environment.

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Design and development of VR learning environments for children with ASD

Cited by 33 publications

References 21 publications

Designing a virtual environment for teacher training

Designing a virtual environment for teacher training

The INTELed pedagogical framework

Evaluating Learnability in a 3D Heritage Tour

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