Virtual Haptic Perception as an Educational Assistive Technology: A Case Study in Inclusive Education

Espinosa-Castañeda, Raquel; Medellín-Castillo, Hugo I.

doi:10.1109/toh.2020.3001586

Cited by 14 publications

(15 citation statements)

References 30 publications

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“…In this regard, an interesting approach would be to develop ad hoc auditory/haptic virtual reality social cognition trainings for children with blindness or severe visual impairment, as already employed with autistic children and young adults (e.g., Didehbani, Allen, Kandalaft, Krawczyk, & Chapman, 2016; Kandalaft, Didehbani, Krawczyk, Allen, & Chapman, 2013). Consistent evidence suggests that audio‐based virtual environments may be effective for the transfer of navigation skills in the blind (Connors, Chrastil, Sanchez, & Merabet, 2014; Sanchez & Lumbreras, 1999), and haptic virtual perception may be a valid and effective assistive technology for the education of blind children in domains like math learning (e.g., Espinosa‐Castaneda & Medellin‐Castillo, 2020). This approach—especially audio‐based virtual environments—may thus be extended to the social domain to allow the safe and non‐threatening practice of particular social skills in an educational setting.…”

Section: Discussionmentioning

confidence: 99%

Social cognition in the blind brain: A coordinate‐based meta‐analysis

Arioli

Ricciardi

Cattaneo

2020

Human Brain Mapping

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Social cognition skills are typically acquired on the basis of visual information (e.g., the observation of gaze, facial expressions, gestures). In light of this, a critical issue is whether and how the lack of visual experience affects neurocognitive mechanisms underlying social skills. This issue has been largely neglected in the literature on blindness, despite difficulties in social interactions may be particular salient in the life of blind individuals (especially children). Here we provide a meta‐analysis of neuroimaging studies reporting brain activations associated to the representation of self and others' in early blind individuals and in sighted controls. Our results indicate that early blindness does not critically impact on the development of the “social brain,” with social tasks performed on the basis of auditory or tactile information driving consistent activations in nodes of the action observation network, typically active during actual observation of others in sighted individuals. Interestingly though, activations along this network appeared more left‐lateralized in the blind than in sighted participants. These results may have important implications for the development of specific training programs to improve social skills in blind children and young adults.

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Section: Discussionmentioning

confidence: 99%

Social cognition in the blind brain: A coordinate‐based meta‐analysis

Arioli

Ricciardi

Cattaneo

2020

Human Brain Mapping

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“…The first stage is to collect virtual reality resources. Teachers can collect resources that can simulate the scenes and experiences of traditional culture, such as ancient architecture, costumes, music and so on, through the Internet and virtual reality software [22][23] . The second stage is to create virtual reality scenes, which can utilize virtual reality technology to create virtual reality scenes from the collected resources.…”

Section: B Simulation Of Cultural Experiencesmentioning

confidence: 99%

The Application of Informatization Teaching and Flipped Classroom in the Teaching of Traditional Culture in College Languages

Nan Jiang, Yuping Ou

2024

jes

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For the teaching of traditional Chinese culture in universities, fully utilizing existing resources for innovation is crucial to its teaching effectiveness. Hence, this study advocates for the utilization of information technology and the flipped classroom methodology in university-level traditional Chinese culture education. By thoroughly examining the fundamental goals of teaching traditional Chinese culture at universities, this paper suggests employing information technology to develop diverse educational scenarios. These scenarios encompass generating cultural contexts, simulating cultural experiences, enhancing interactive exchanges, and broadening the scope of educational materials, all aimed at enriching the pedagogical approach to traditional Chinese culture. In the stage of designing flipped classrooms for traditional Chinese culture teaching in universities, the ARCS theory was introduced. Guided by attention motivation, association motivation, confidence motivation, and satisfaction motivation, research was conducted on course content design, teaching methods and means, learning experience, feedback, and evaluation. Through the integrated application of information technology and flipped classroom strategies, our objective is to diversify the pedagogical approaches for traditional culture. This initiative is designed to boost students' comprehension and learning outcomes regarding traditional culture, foster their enthusiasm and knowledge depth in traditional Chinese cultural studies, and encourage the preservation and evolution of traditional cultural heritage.

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“…Finally, Ref. [26] investigated the use of virtual haptic perception as an educational assistive technology for the VI. The research showed that blind children were able to effectively explore, learn, and recognize virtual 3D shapes using a haptic device.…”

Section: Exploring the Potential Of Xr As An Educational Assistive Te...mentioning

confidence: 99%

Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

Hamash,

Ghreir,

Tiernan

2024

Education Sciences

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Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines.

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Virtual Haptic Perception as an Educational Assistive Technology: A Case Study in Inclusive Education

Cited by 14 publications

References 30 publications

Social cognition in the blind brain: A coordinate‐based meta‐analysis

Social cognition in the blind brain: A coordinate‐based meta‐analysis

The Application of Informatization Teaching and Flipped Classroom in the Teaching of Traditional Culture in College Languages

Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

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