Education using Virtual Reality for students with learning disabilities

Tatale, Subhash; Bhirud, Nivedita; Parmar, Rishab; Pawar, Shubham

doi:10.1109/iccubea47591.2019.9128515

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…Analysis of FCD data revealed that students perceive virtual reality to be more effective in fostering long-term learning and skill acquisition than traditional teaching [43]. In addition, VR can provide safe, low-cost, and highly useful training.…”

Section: Theme 3: Knowledge Contributionmentioning

confidence: 99%

Tourism and Hospitality Edutainment: A Qualitative Study of Students’ Perspectives on Integrating Virtual Reality Into Education

2023

Journal of Southwest Jiaotong University

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This research aims to investigate the perceptions and experiences of tourism and hospitality students, focusing on the use and impact of virtual reality (VR) technology in their educational settings. In addition, this study aims to uncover factors influencing the adoption of VR technology and its potential benefits in tourism and hospitality education. Integrating VR technology in tourism and hospitality education has garnered attention as a promising tool for enhancing skills and knowledge acquisition. However, the adoption of VR technology is still a relatively new experience for students in this field, and there is a need for further research on their perceptions of this innovative approach. This qualitative study employed a thematic analysis to explore the perspectives of tourism and hospitality students from two public Saudi Arabian universities on integrating VR into their education. Analysis revealed four themes related to VR integration in the classroom: compelling, inventive, knowledge contribution, and obstacles to realization. These themes highlighted the benefits and challenges of adopting VR technology in universities. Students anticipated that VR would complement current teaching and learning methods, enhance confidence, and provide a safe and enjoyable environment for problem-solving. However, the cost of technology was cited as a significant barrier to integrating VR into tourism and hospitality education, emphasizing the need for constant face-to-face feedback. The results of this study allow us to conclude that the integration of VR can promote learning, supplement current educational methodologies, and provide tourism and hospitality educators with innovative and engaging means of delivering knowledge. These findings have important implications for the future development of VR technology in tourism and hospitality education and highlight the need for further research on the pedagogical benefits and challenges associated with its use in this field.

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Section: Theme 3: Knowledge Contributionmentioning

confidence: 99%

Tourism and Hospitality Edutainment: A Qualitative Study of Students’ Perspectives on Integrating Virtual Reality Into Education

2023

Journal of Southwest Jiaotong University

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Real-Time Interactive AR for Cognitive Learning

Jain,

Bhirud,

Tatale

et al. 2023

Signals and Communication Technology

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Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

Modak,

Gharpure,

2023

ACM Trans. Asian Low-Resour. Lang. Inf. Process.

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Learning Disabilities (LD) can be categorized into logical, analytical, grammatical, Vocabularyulary, sequential, and inference disabilities. Analysis of such disabilities assists students to identify and strengthen their weak areas. A wide variety of analysis models are proposed by researchers to perform such tasks, but most of these models are highly complex, and cannot be scaled for multimodal parameter sets. To overcome these issues, this text proposes a model for correlative assessment of differential usage patterns in students with-or-without learning disabilities via multimodal analysis. The proposed model initially collects real-time inference sets for students with Learning Disabilities (LD), and without LDs. These sets consist of question-specific recorded responses for ‘Addition’, ‘Carry Propagation’, ‘Basic to Advanced Grammar’, ‘Direct, Inference and Vocabulary Comprehension’, ‘Finding odd-man-out’, ‘Sequencing’, and ‘Pseudo and Sight Spelling’ for different question sets. Answers to these questions and their metadata were processed via a correlative engine which assisted in evaluation of correctness, time needed per question per category, number of skips, number of revisits, and unanswered ratio for different students. This evaluation was combined with temporal analysis in order to identify per-category progress of students. Based on this progress, students were either upgraded to next level, or given lower-level questions, which assisted them to incrementally improve their grades. The model proved that the performance of LD students is 55% less than the non LD students and an average of 18 LD students have achieved an average of 33% of improvement after having multiple attempts of the adaptive lessons. The model uses a correlation function, which enables to identify answering patterns of LD and non-LD students with 98.4% accuracy, thus can be used for clinical scenarios.

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Education using Virtual Reality for students with learning disabilities

Cited by 3 publications

References 10 publications

Tourism and Hospitality Edutainment: A Qualitative Study of Students’ Perspectives on Integrating Virtual Reality Into Education

Tourism and Hospitality Edutainment: A Qualitative Study of Students’ Perspectives on Integrating Virtual Reality Into Education

Real-Time Interactive AR for Cognitive Learning

Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

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