Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities

2022 ◽  
pp. 754-770
Author(s):  
Nava R. Silton ◽  
Edrex Fontanilla ◽  
Marisa Femia ◽  
Kathryn Rouse
Keyword(s):  
Virtual Reality ◽  
Theory Of Mind ◽  
Lived Experiences ◽  
Sixth Grade ◽  
Physical Impairment ◽  
Affective Empathy ◽  
Virtual Reality Technology ◽  
Individuals With Disabilities ◽  
Positive Expectancies ◽  
Disability Simulation

The chapter will begin by defining empathy and theory of mind (ToM), key constructs for showcasing the importance of simulations and immersive experiences to help typical children better understand the lived experiences of individuals with disabilities. The authors will delineate strengths and limitations associated with Autism, ADHD, Visual, Hearing and Physical Impairment. Next, the chapter will introduce Affect/Effort Theory to demonstrate how formulating positive expectancies of individuals with disabilities will be critical to interest typical children in their peers with disabilities. Moreover, the chapter will highlight the strengths, limitations and best practices for optimizing VRT and disability simulations to enhance typical children's knowledge, intentions and attitudes towards peers with disabilities. Finally, the authors will share qualitative data from a pilot disability simulation of eight children in third through sixth grade from a Camp in Liberty, NY. The results will be discussed in light of future possibilities for effective VRT-based disability simulations.

Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities

2018 ◽  
pp. 191-207
Author(s):  
Nava R. Silton ◽  
Edrex Fontanilla ◽  
Marisa Femia ◽  
Kathryn Rouse
Keyword(s):  
Virtual Reality ◽  
Theory Of Mind ◽  
Lived Experiences ◽  
Sixth Grade ◽  
Physical Impairment ◽  
Affective Empathy ◽  
Virtual Reality Technology ◽  
Individuals With Disabilities ◽  
Positive Expectancies ◽  
Disability Simulation

The chapter will begin by defining empathy and theory of mind (ToM), key constructs for showcasing the importance of simulations and immersive experiences to help typical children better understand the lived experiences of individuals with disabilities. The authors will delineate strengths and limitations associated with Autism, ADHD, Visual, Hearing and Physical Impairment. Next, the chapter will introduce Affect/Effort Theory to demonstrate how formulating positive expectancies of individuals with disabilities will be critical to interest typical children in their peers with disabilities. Moreover, the chapter will highlight the strengths, limitations and best practices for optimizing VRT and disability simulations to enhance typical children's knowledge, intentions and attitudes towards peers with disabilities. Finally, the authors will share qualitative data from a pilot disability simulation of eight children in third through sixth grade from a Camp in Liberty, NY. The results will be discussed in light of future possibilities for effective VRT-based disability simulations.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

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