A Review of Virtual Reality Intervention Research for Students With Disabilities in K–12 Settings

2020 ◽  
pp. 016264342096201
Author(s):  
Adam Carreon ◽  
Sean J. Smith ◽  
Maggie Mosher ◽  
Kavita Rao ◽  
Amber Rowland
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Students With Disabilities ◽  
Intervention Research ◽  
Learning Needs ◽  
Individuals With Disabilities ◽  
K 12 ◽  
Research Studies

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K–12 classroom.

Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities

2019 ◽  
Vol 42 (4) ◽  
pp. 253-258 ◽  
Author(s):  
Ryan O. Kellems ◽  
Giulia Cacciatore ◽  
Kaitlyn Osborne
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Independent Living ◽  
Teaching Strategy ◽  
Math Instruction ◽  
Individuals With Disabilities ◽  
Basic Understanding ◽  
Critical Skills

A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.

Using Augmented and Virtual Reality to Improve Social, Vocational, and Academic Outcomes of Students With Autism and Other Developmental Disabilities

2022 ◽  
pp. 737-756
Author(s):  
Ryan O. Kellems ◽  
Gulnoza Yakubova ◽  
Jared R. Morris ◽  
Alex Wheatley ◽  
Briella Baer Chen
Keyword(s):  
Virtual Reality ◽  
Developmental Disabilities ◽  
Augmented Reality ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Academic Outcomes ◽  
After School ◽  
Community Learning ◽  
Vocational Skills ◽  
Students With Autism

Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.

scholarly journals Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

Computers ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Stylianos Mystakidis ◽  
Maria Fragkaki ◽  
Giorgos Filippousis
Keyword(s):  
Professional Development ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching Practice ◽  
Development Program ◽  
Online Professional Development ◽  
Mixed Method Research ◽  
Research Activities ◽  
School Teaching ◽  
K 12

Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

Using Augmented and Virtual Reality to Improve Social, Vocational, and Academic Outcomes of Students With Autism and Other Developmental Disabilities

2021 ◽  
pp. 164-182
Author(s):  
Ryan O. Kellems ◽  
Gulnoza Yakubova ◽  
Jared R. Morris ◽  
Alex Wheatley ◽  
Briella Baer Chen
Keyword(s):  
Virtual Reality ◽  
Developmental Disabilities ◽  
Augmented Reality ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Academic Outcomes ◽  
After School ◽  
Community Learning ◽  
Vocational Skills ◽  
Students With Autism

Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.

Teaching Self-Protection to Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Rhyanne Hartwig ◽  
Brock McMullen
Keyword(s):  
United States ◽  
Physical Education ◽  
Sexual Assault ◽  
Students With Disabilities ◽  
The United States ◽  
Physical Education Teachers ◽  
Individuals With Disabilities ◽  
Potential Strategy ◽  
K 12 ◽  
Self Protection

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of sexual assault or abuse. Individuals with disabilities are three times as likely to be a victim of serious violent crimes than any other population in the United States. To protect these individuals and to help them protect themselves, a potential strategy is to implement a self-protection unit in their physical education. A self-protection unit will teach students four areas of knowledge: awareness, prevention, escape, and recovery. The purpose of this paper is to educate physical education teachers on the incidence of sexual assault and abuse of individuals with disabilities and how they can implement and teach self-protection skills to students with disabilities in physical education.

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