Towards eXtended Universal Design

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

doi:10.3233/shti220865

Cited by 3 publications

(8 citation statements)

References 9 publications

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“…XR can transform learning from a chore into a pleasure. Especially some students with cognitive disabilities and other special needs might benefit from XR [8]. Likewise, this can inspire students in creative tasks such as writing because experiences in the virtual world are as real as those in the physical world.…”

Section: Possibilitiesmentioning

confidence: 99%

“…One participant presented the example of a textbook, in which virtual content was integrated through AR to create a pop-up book. The combination of virtual and traditional physical teaching tools is especially important for students with disabilities or varying abilities who cannot use XR as discussed in an article that has been reviewed elsewhere [8]. Thus, educators should have options for conveying the curriculum through different means to individualize learning.…”

Section: Possibilitiesmentioning

confidence: 99%

“…Moreover, traditional analog teaching tools must remain a viable option. XR technology should be an addition to, not a replacement of traditional teaching tools [8]. Second, financial, and digital infrastructure-related barriers might prevent educators from implementing XR projects in their schools.…”

Section: Comparison Between the Literature And The Interviewsmentioning

confidence: 99%

“…These barriers of XR technology exclude a significantly greater number of students than other digital learning tools, especially if used in default mode only. Technological challenges related to the accessibility and usability of XR technology have been reviewed elsewhere [8].…”

Section: Comparison Between the Literature And The Interviewsmentioning

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]. Furthermore, several practical and systemic barriers limit its universal accessibility and usability.…”

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: Possibilitiesmentioning

confidence: 99%

Section: Possibilitiesmentioning

confidence: 99%

Section: Comparison Between the Literature And The Interviewsmentioning

confidence: 99%

Section: Comparison Between the Literature And The Interviewsmentioning

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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A Phenomenological Exploration of How People with Limited Mobilities Experience Adventure Tourism in Virtual Reality

Hardwick

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The aim of this study is to better understand how people with limited mobilities experience adventure tourism using virtual reality (VR). Taking a phenomenological position, my research uses a methodology based in Interpretive Phenomenological Analysis (IPA) to explore the nuances and complexities of disabled experiences using a VR headset. Disabled experiences and disabled voice are consistently limited in tourism research, even when VR is theorised as an assistive tool to access tourism experiences. There are few in-depth studies from a disabled perspective. In response to this, I sought to apply a qualitative phenomenological approach to understand the lived experience of disabled people using VR to access adventure tourism. I use IPA as a guiding framework explore the lived experiences and perspectives of seven women and five men with limited mobilities across South Wales. My contributions to research tourism are threefold. Firstly, my findings demonstrate that participants wished to use VR as a tool for escapism. The wish to escape was influenced by participants’ disabilities and bodies and use of the VR to escape was dictated by the body’s relationship with the technology; thus, VR was deemed inaccessible by participants. Secondly, as a methodological contribution, I demonstrate the value of using IPA for accessing complex and nuanced lived experiences. Furthermore, I question how VR can be beneficial to disabled people, or how it is used in research and practice if it has been considered inaccessible. Thirdly, whilst drawing on relevant literature, I decentre the able body and challenge able-bodied assumptions in tourism research. I centralise disabled voices and the disabled bodies as a point of understanding and a way of perceiving through the body. In doing so, I contribute to an emerging literature addressing the marginalisation of disabled voices from research.

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Co-Created Virtual Reality (VR) Modules in Landscape Architecture Education: A Mixed Methods Study Investigating the Pedagogical Effectiveness of VR

Andalib,

Monsur

2024

Education Sciences

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Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research.

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Towards eXtended Universal Design

Cited by 3 publications

References 9 publications

The Future of eXtended Reality in Primary and Secondary Education

The Future of eXtended Reality in Primary and Secondary Education

A Phenomenological Exploration of How People with Limited Mobilities Experience Adventure Tourism in Virtual Reality

Co-Created Virtual Reality (VR) Modules in Landscape Architecture Education: A Mixed Methods Study Investigating the Pedagogical Effectiveness of VR

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