Class VR: Learning Class Environment for Special Educational Needs using Virtual Reality Games

Kurniawati, Arik; Kusumaningsih, Ari; Hasan, Imam

doi:10.1109/cenim48368.2019.8973353

Cited by 14 publications

(4 citation statements)

References 13 publications

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“…Wii and controllers were used in two educational games that focused on improving learners' engagement and cooperation (e.g., Creighton and Szymkowiak, 2014 ) and recreation and leisure skills (e.g., Sherrow et al, 2016 ). Augmented Reality (AR) and VR technologies were used to improve learners' engagement and focus (e.g., Pourazar et al, 2019 ; Rahmadiva et al, 2019 ; Stylianidou et al, 2020 ), hand–eye coordination (e.g., Lu et al, 2018 ), cognitive reinforcement (e.g., Groenewegen et al, 2008 ; Kurniawati et al, 2019 ) and the teaching of pairing and ordering (e.g., Tobar-Munoz et al, 2014 ). 3D simulation was often included alongside VR and AR in improving learners' key skills, personal development, and work sustainability (e.g., Flogie et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…This also shows the possibility and necessity of research on whether the metaverse can be an appropriate educational environment for children with special needs, such as those with autism or physical disabilities. This is because SNSs and other online communities are an appropriate educational environment for children who are physically or emotionally unable to adapt to lessons conducted in classrooms ( Kurniawati et al 2019 ; Ringland et al 2016 ; Stewart Rosenfield et al 2019 ). However, for the effective educational use of the metaverse, more diverse studies should be conducted in the future.…”

Section: Discussionmentioning

confidence: 99%

Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students

2022

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Due to COVID-19, numerous new technologies are being implemented in education, with a growing interest in the metaverse. The term “metaverse” refers to an immersive digital environment where one can interact with virtual avatars. This study aims to analyze the experiences and attitudes of the metaverse for learner-centered education from a constructivist perspective to determine how closely related this virtual environment is to the lives of elementary school students. This study also examined how students are becoming the focal point of new educational technologies. After reviewing the literature on this topic, a survey of 336 elementary school students in Korea was conducted using 18 items for measuring each factor in the metaverse, followed by statistical analyses that included a difference of means and an independent sample t-test. The results revealed that, on average, 97.9% of elementary school students had experiences with the metaverse, with 95.5% of them considering it closely related to their everyday life. In addition, various conclusions according to each metaverse factor and each participant’s gender are provided.

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“…Gamification creates engaging learning environments, promotes learning, and solves problems. It has shown benefits in developing motor, behavioral, and communication skills for children with special needs, including autism [26], [27],[28], [29].…”

Section: Gamificationmentioning

confidence: 99%

Virtual Teaching and Learning Platform for Caregivers of Children with Autism

Mudrikah Ab Mahadi,

Norziana Yahya,

Ernie Mazuin Mohd Yusof

et al. 2023

AMCI

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This paper aims to discuss the critical aspects and necessary elements of virtual teaching and learning for children with autism. Given the challenges faced by parents and caregivers in supporting the education of children with autism, it becomes crucial to develop effective strategies and platforms that ensure their educational progress. While efforts have been made to provide equal educational opportunities for children with autism, there is a lack of research on digital learning specifically tailored to their needs, and limited availability of accessible learning software resources. Therefore, it is essential to conduct a review of the key features and essential components of VTL platforms that support caregivers, as well as examine the integration techniques to facilitate VTL. This study employs a literature review methodology, involving a systematic search and selection of relevant articles from academic databases, followed by an analysis and synthesis of the findings to explore the utilization of ICT technology in VTL for children with autism. In addition, this review aims to assist future researchers by presenting a proposed VTL platform, thereby contributing to the design and development of effective VTL platforms for this unique group of learners.

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Class VR: Learning Class Environment for Special Educational Needs using Virtual Reality Games

Cited by 14 publications

References 13 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students

Virtual Teaching and Learning Platform for Caregivers of Children with Autism

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