The Need for Universal Design of eXtended Reality (XR) Technology in Primary and Secondary Education

Simon-Liedtke, Joschua Thomas; Baraas, Rigmor C.

doi:10.1007/978-3-031-06015-1_9

Cited by 11 publications

(19 citation statements)

References 20 publications

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“…Our findings from the focus group interviews show many similarities with the findings of a selective and weighted literature search that we have conducted previously [9]. During this literature review, we found positive outcomes of using XR technology in education related to increased learning gains, improved social skills, improved self-image, facilitated emotional reactions, improved cognitive skills, and increased motivation, engagement, and interest [9]. Moreover, we uncovered challenges related to economic costs, physical space, health, pedagogy, editorial limitations, and lack of universal design [9].…”

Section: Comparison Between the Literature And The Interviewssupporting

confidence: 78%

“…Results). Finally, we compared and discussed our results with the findings of our selective and weighted literature research that we conducted beforehand [9], and identified future research needs (cf. 4.…”

Section: Methodsmentioning

confidence: 99%

“…During this literature review, we found positive outcomes of using XR technology in education related to increased learning gains, improved social skills, improved self-image, facilitated emotional reactions, improved cognitive skills, and increased motivation, engagement, and interest [9]. Moreover, we uncovered challenges related to economic costs, physical space, health, pedagogy, editorial limitations, and lack of universal design [9]. On the one hand, the focus group participants mirrored positive aspects related to engagement, motivation, and interest.…”

Section: Comparison Between the Literature And The Interviewsmentioning

confidence: 97%

“…There is a need for more research on the possibilities and effects of using XR technology in schools. There is, for example, a lack of widespread research that measures learning outcomes and the long-term effects of technology in schools on a national and regional level [9]. There is a need for research that identifies the practical benefits and limitations of XR technology, as well as solutions to mitigate the limitations and possible synergies between topics and teaching tools.…”

Section: Pedagogical Integration and Effectsmentioning

confidence: 99%

“…Numerous implementations of eXtended reality (XR) technology -comprising both virtual reality (VR), mixed reality (MR), and augmented reality (AR) -in primary and secondary education have been trialed and tested in the past decade [9]. Even though many positive effects have been reported, widespread integration into schools is hindered by a significant lack of universal design, especially for students with disabilities and varying degrees of ability [8].…”

Section: Introductionmentioning

confidence: 99%

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The Future of eXtended Reality in Primary and Secondary Education

Simon-Liedtke

Baraas

2022

Studies in Health Technology and Informatics

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eXtended Reality (XR) technology has to some degree been used in primary and secondary education. However, XR technology has not gained widespread use in public schools due to challenges related to pedagogical content, expertise, digital infrastructure, funding, and a lack of universal design. In this paper, we present the results from focus group interviews with representative stakeholders from the private and public sectors, in which we investigated their practical experiences and opinions about XR technology in Norwegian schools. We summarize the practical opportunities and challenges of using XR technology in primary and secondary education. We compare the results with a previously conducted selective and weighted literature review and extract four major future research needs to increase the practical and systemic universal design of XR technology in primary and secondary education for all.

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Section: Comparison Between the Literature And The Interviewssupporting

confidence: 78%

Section: Methodsmentioning

confidence: 99%

Section: Comparison Between the Literature And The Interviewsmentioning

confidence: 97%

Section: Pedagogical Integration and Effectsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Future of eXtended Reality in Primary and Secondary Education

Simon-Liedtke

Baraas

2022

Studies in Health Technology and Informatics

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Cognitive Accessibility in Educational Games: A Set of Recommendations

Oliva-Zamora,

Larreina-Morales

2024

Transforming Media Accessibility in Europe

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Educational games aim to teach players new knowledge or skills in an entertaining manner. However, they are often not accessible for players with disabilities, hindering their right to education. For players with cognitive disabilities and learning difficulties, it may be particularly challenging to determine the response to the game’s visual, auditory, and haptic stimuli. This chapter presents a set of recommendations to develop educational games that are accessible to these players. To that aim, a literature review was conducted comprising the past ten years of research about educational games and game accessibility. Ten papers were selected, which take diverse approaches to the topic: some review existing research, while others focus on the development of an accessible educational game. All of them address cognitive disabilities and learning difficulties, but some also include recommendations for visual, hearing, and motor accessibility. The review of these papers shows that, to develop an accessible game for players with cognitive disabilities and learning difficulties, it is recommended to provide stimuli through several channels of communication, to allow the game’s pace to be customizable, and to design simple but engaging content, among other features. Although these recommendations are not universally applicable to every educational game, they are a first step to bring together players, teachers, developers, and researchers to create more interactive and engaging educational experiences for all.

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