Training Special Education Teachers through Computer Simulations: Promoting Understanding of the Experiences of Students with Disabilities

Bradley, Elizabeth; Domingo, Jelia

doi:10.1007/s41347-020-00145-8

Cited by 2 publications

(2 citation statements)

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“…As positive attitudes toward this technology may predict their use [34] and benefits with the learning experience [37,38], it is important to invest efforts during teachers' training in order to demonstrate the utility of these technologies with those students. In turn, the use of these technologies is, by itself, a powerful strategy to improve attitudes, empathy, and awareness toward educational inclusion of students with different special needs [33,35].…”

Section: Discussionmentioning

confidence: 99%

“…In the field of teachers' training, the evidence suggests that simulation, including physical and mixed-reality types, could be used as a tool to increase confidence, self-efficacy, classroom management skills and communication among pre-service teachers [21]. Likewise, VR can help raise empathy, awareness, and the creation of a classroom environment that is conducive to learning for all students [25,[33][34][35].…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process

et al. 2022

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Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit from their use, teachers need to know the different existing tools and their potential, as well as be trained and motivated in their use. The current study aims to evaluate the factors that promote and hinder the use of virtual and augmented reality in future teaching professionals. Data were gathered by means of an online questionnaire from a total of 422 Spanish students from the Universidad Pontificia de Salamanca (Spain). Instrumental analyses (Cronbach’s Alpha, and CFA) were performed, together with descriptive, correlational, and inferential tests (Manova, Anova, and Student’s T test) to contrast the hypotheses. Results indicate that participants show favorable attitudes towards these technologies, but have little knowledge of them. Age, year of study, and knowledge are associated with a higher perception of usefulness as tools for teaching and learning and for promoting inclusion. The results support the relevance of providing knowledge, and enhancing skills, thus fostering positive attitudes towards these technologies.

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