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.

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.

Virtual and Augmented Reality

2019 ◽  
pp. 12-23 ◽  
Author(s):  
Liston William Bailey
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Augmented Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Common Elements ◽  
Research Institutions ◽  
Virtual And Augmented Reality ◽  
Instructional Design Practices

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

2012 ◽  
Vol 50 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Karrie A Shogren ◽  
Anthony J Plotner
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Leadership Role ◽  
After School ◽  
National Study ◽  
Limited Participation ◽  
Students With Autism ◽  
Transition Study ◽  
National Longitudinal Transition Study

Abstract To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities.

Fancy or Efficiency?

2020 ◽  
pp. 336-360
Author(s):  
Maria Denami ◽  
Pascal Marquet
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning ◽  
Instructional Designer ◽  
Virtual Learning Environments ◽  
Cancer Drugs ◽  
Or Efficiency ◽  
Anti Cancer ◽  
User Friendly

With the democratization of informatics technologies, there is a new demand for more advanced Virtual Learning Environments (VLE) and also fancy training devices that integrate technologies like Augmented Reality (AR) or Virtual Reality (VR). The fact that these solutions are now affordable makes the learning managers dream about having realistic simulations for training. When delivered, sometimes customers are not satisfied because the software is often complex, not user-friendly enough, or not compatible with the computer fleet of the company. Consequently, professionals show a preference for the old training solution. In this chapter, the crash case of a French university commissioning a simulator on VR for training operators on the production of anti-cancer drugs will be presented. The authors will highlight the reasons that made this training not adapted to the field in which the training takes place, then, explain which guidelines an effective instructional designer should take into consideration while developing the training solution.

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.

scholarly journals Study on the Students’ Aptitude and Openness for the use of Virtual Reality and Augmented Reality Technologies in Education and Instruction

2021 ◽  
Vol 27 (3) ◽  
pp. 97-104
Author(s):  
Ioan Virca ◽  
Vasile Căruţaşu ◽  
Maria-Lucia Rusu ◽  
Claudiu Vesa
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Environments ◽  
Education System ◽  
Military Education ◽  
Research Topic ◽  
Teaching Tools ◽  
Combat Training ◽  
Introductory Part ◽  
The Military

Abstract This paper is designed to quantitatively measure the level of aptitude and availability of the students from the “Nicolae Bălcescu” Land Forces Academy in Sibiu for the use of virtual reality (VR) and augmented reality (AR) technologies as teaching tools in the process of education and instruction. The paper is a first stage of a broader research topic, the results of which will be addressed to both teachers and researchers, as well as students and other categories of trainees. The introductory part of the paper analyses the importance of VR and AR technologies as learning environments for the military education system in particular and the advantages of using them for the cadets’ combat training. Also, the main characteristics of the three types of reality, environmental, virtual and augmented, are highlighted, which allow a better understanding of the structure and operation of AR and VR. The research methodology was then developed, establishing a survey by applying a questionnaire on a sample of 300 students from the academy and then processing and interpreting the results obtained. The conclusions of the paper show the general predisposition of students to understand and use the two technologies both as tools of learning in didactic teaching and as instruments of improving the skills of fighters in modelling and simulating military actions.

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.

Augmented Reality--Implications toward Virtual Reality, Human Perception and Performance

2012 ◽  
Author(s):  
R. A. Grier ◽  
H. Thiruvengada ◽  
S. R. Ellis ◽  
P. Havig ◽  
K. S. Hale ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Human Perception ◽  
And Performance
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