A Review of Research on Using Augmented Reality and Virtual Reality for Learning Achievement and Attitude of Students with Disabilities

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.

Download Full-text

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

Journal of Special Education Technology ◽

10.1177/0162643420962011 ◽

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.

Download Full-text

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

Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-5043-4.ch008 ◽

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.

Download Full-text

Altered Realities

Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-9232-7.ch003 ◽

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.

Download Full-text

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

PsycEXTRA Dataset ◽

10.1037/e572172013-281 ◽

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

Download Full-text

Just Another Media Cluster?

MedienWirtschaft ◽

10.15358/1613-0669-2019-2-22 ◽

2019 ◽

Vol 16 (2) ◽

pp. 22-31

Author(s):

Christian Zabel ◽

Gernot Heisenberg

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Oculus Rift ◽

Pokémon Go

Getrieben durch populäre Produkte und Anwendungen wie Oculus Rift, Pokémon Go oder der Samsung Gear stößt Virtual Reality, Augmented Reality und auch Mixed Reality auf zunehmend großes Interesse. Obwohl die zugrunde liegenden Technologien bereits seit den 1990er Jahren eingesetzt werden, ist eine breitere Adoption erst seit relativ kurzer Zeit zu beobachten. In der Folge ist ein sich schnell entwickelndes Ökosystem für VR und AR entstanden (Berg & Vance, 2017). Aus einer (medien-) politischen Perspektive interessiert dabei, welche Standortfaktoren die Ansiedlung und Agglomeration dieser Firmen begünstigen. Da die Wertschöpfungsaktivitäten sowohl hinsichtlich der Zielmärkte als auch der Leistungserstellung (z. B. starker Einsatz von IT und Hardware in der Produkterstellung) von denen klassischer Medienprodukte deutlich abweichen, kann insbesondere gefragt werden, ob die VR-, MR- und AR-Unternehmen mit Blick auf die Ansiedlungspolitik als Teil der Medienbranche aufzufassen sind und somit auf die für Medienunternehmen besonders relevanten Faktoren in ähnlichem Maße reagieren. Der vorliegende Aufsatz ist das Ergebnis eines Forschungsprojekts im Auftrag des Mediennetzwerks NRW, einer Tochterfirma der Film- und Medienstiftung NRW.

Download Full-text

Virtual classroom project

10.31224/osf.io/u4em9 ◽

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.

Download Full-text