Altered Realities

2020 ◽  
pp. 34-51
Author(s):  
Damian Maher
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Augmented Reality ◽  
Informal Learning ◽  
Everyday Life ◽  
Student Learning ◽  
Students With Disabilities ◽  
Creative Arts ◽  
Game Based Learning ◽  
Support Students

As the use of both virtual reality (VR) and augmented reality (AR) become more commonplace in everyday life, the importance of including these technologies in schools increases. The focus of this chapter is to explore how these two technologies are being used at in primary, secondary, and tertiary contexts to support student learning. In exploring these technologies, science, technology, engineering, and maths (STEM)-related subjects, with a focus on Science, are examined. In investigating science, an investigation on informal learning is also undertaken. Non-STEM-related subjects including Physical Education, the Creative Arts, and Geography are also reported on. In investigating game-based learning Maths is examined where the concept of location-based learning is discussed. The chapter concludes by exploring how VR and AR can be used to support students with disabilities.

scholarly journals The Emergence of Technology in Physical Education: A General Bibliometric Analysis with a Focus on Virtual and Augmented Reality

2020 ◽  
Vol 12 (7) ◽  
pp. 2728
Author(s):  
Ferran Calabuig-Moreno ◽  
María Huertas González-Serrano ◽  
Javier Fombona ◽  
Marta García-Tascón
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Augmented Reality ◽  
Bibliometric Analysis ◽  
Turning Point ◽  
Web Of Science ◽  
Early Stage ◽  
The Usa ◽  
Virtual And Augmented Reality ◽  
Teaching Learning

Technology has been gradually introduced into our society, and the field of education is no exception due to technology’s ability to improve the teaching–learning process. Furthermore, within the area of physical education (PE), its importance has been highlighted by the existence of specific apps for physical activity that can be used inside and outside the classroom to assess physical condition, as well as through the potential that virtual and augmented reality can have in such assessment. Therefore, the main objectives for this study were (1) to perform a bibliometric analysis of the articles published in the Web of Science (WoS) on technology in PE and (2) to analyze the articles published on augmented or virtual reality in PE found through this search. The results show that although studies on technology in PE (461 articles) have begun to consolidate over the last five years (there was a turning point in 2015), with the USA being the most influential country in this area, specific research on the use of augmented reality (AR) and virtual reality (VR) is still at a very early stage (22 articles with a small growth in 2017), with Spain being the most influential country; much more research is needed to achieve its consolidation.

A Review of Behavior Analysis Research in Physical Education

2002 ◽  
Vol 21 (3) ◽  
pp. 242-266 ◽  
Author(s):  
Phillip Ward ◽  
Tim Barrett
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Students With Disabilities ◽  
Behavior Analysis ◽  
Behavioral Interventions ◽  
Teacher Behavior ◽  
Single Subject ◽  
Single Subject Design ◽  
Inclusive Settings ◽  
Class Management

This article provides an overview of behavior analysis, reviewing its history and the experimental research conducted in physical education settings. Articles were selected from five journals by looking through each issue to identify those that used a single-subject design to assess the effects of behavioral interventions in P–12 or teacher preparation settings. Thirty-four studies met the inclusion criteria. Studies were categorized according to their focus: (a) preservice or inservice teacher behavior; (b) student learning; (c) class management; or (d) student learning specifically focused on students with disabilities in adapted or inclusive settings. The review describes the scope of the behavioral interventions and examines the research designs used. A methodological critique suggests that while findings have been robust and the designs used were typically rigorous, researchers have not assessed generality, maintenance, or social validity as well as they might. The article closes with recommendations for reviewers and authors.

scholarly journals Virtual and augmented reality technologies in Human Performance: a review

2015 ◽  
Vol 28 (4) ◽  
pp. 823-835 ◽  
Author(s):  
Tânia Brusque Crocetta ◽  
Sandra Rogéria de Oliveira ◽  
Carla Maria de Liz ◽  
Alexandro Andrade
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Serious Games ◽  
Human Performance ◽  
Elderly Women ◽  
Physical Therapists ◽  
Education Professionals ◽  
Information And Communication

Abstract Introduction : Today's society is influenced by Information and Communication Technologies. Toys that were once built by hand have been reinterpreted and have become highly commercialized products. In this context, games using Augmented Reality (AR) and Virtual Reality (VR) technologies are present in the everyday lives of children, youth and adults. Objective : To investigate how Physical Education professionals in Brazil have been making use of AR and VR games to benefit their work. Materials and methods : We only included studies that addressed exercise or physical activity using AR or VR games. We searched the databases of Virtual Health Library (VHL) and Scientific Electronic Library Online (SciELO), using the words augmented reality, virtual reality, exergames, Wii and serious games. Results : Nineteen articles were included in the systematic review. The most frequently used device was the Nintendo(r) Wii, with over 25 different kinds of games. With regard to the subjects of the studies, four studies were conducted with healthy individuals (mean = 65.7), three with patients with Parkinson's disease (mean = 18.0), three with elderly women (mean = 7.7) and two with patients with stroke injury (mean = 6.0). Conclusion : Many physical therapists and occupational therapists use serious games with AR or VR technologies as another work tool, especially for rehabilitation practices. The fact that these technologies are also used in Physical Education classes in Brazil indicates that electronic games are available and can be a tool that can contribute to the widespread adoption of exercise as an enjoyable form of recreation.

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.

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.

Augmented Reality: Creating and Implementing Digital Classroom Supports

2019 ◽  
Vol 35 (2) ◽  
pp. 109-115
Author(s):  
Adam Carreon ◽  
Sean J. Smith ◽  
Amber Rowland
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Skill Development ◽  
Emerging Technology ◽  
Social Emotional ◽  
Behavioral Skill ◽  
App Development ◽  
Digital Classroom ◽  
One To One ◽  
Support Students

Augmented reality (AR) is an emerging technology that can help educators enhance their classrooms. With one-to-one initiatives and application (app) development creating affordable technology, teachers have more access to innovative supports for their students with disabilities’ academic, social, emotional, and behavioral skill development. Using AR, teachers can provide multimedia support while utilizing the student’s own environment. There are multiple apps available for teacher usage, which are free across multiple platforms and/or devices. This article describes exactly what AR is and how it can be used to support students with disabilities. An app is introduced to get started in the classroom with additional ways to utilize AR for learning.

Apps as Assistive Technology

2019 ◽  
pp. 212-224
Author(s):  
Emily C. Bouck ◽  
Sara M. Flanagan ◽  
Missy D. Cosby
Keyword(s):  
Assistive Technology ◽  
Student Learning ◽  
Students With Disabilities ◽  
Informed Decisions ◽  
Evaluation Rubrics ◽  
The Impact ◽  
Support Students ◽  
Google Play

Apps can serve as assistive technology to support students with disabilities. Yet, there is little support for educators in determining the most effective and efficient apps to support students with disabilities. The objectives of this chapter include (1) examining how apps can serve as assistive technology for students with disabilities; (2) discussing the importance of educators not being arbitrary in their decision to select and implement apps to serve as assistive technology, such as relying on reviews, ratings, app lists, app databases, or the inclusion on a categorization on iTunes or Google Play; and (3) presenting options for educators evaluating apps, which can assist educators in making more informed decisions for apps as assistive technology. Although some app evaluation rubrics exist specifically for students with disabilities, there is little research as to the impact of the rubrics on educators selecting apps or the impact on student learning.

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.

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