MOOCs of inclusive technology in teacher education for vocational education

Technology is a strong ally the transformation and adaptation of new knowledge, through the use of technology environments as virtual learning environments and virtual reality environments can be made more dynamic learning. This work is part of the training of teachers who work in vocational courses so that they can work with people with disabilities and insert them into the labor market, adapting their job according to your needs. For this we used technological resources that assist in training and make this more dynamic training, adapting to Massive Open Online Course (MOOCs). The technological environment developed as well as the selected learning objects were made available to participants. Questionnaires regarding usability and functionality were performed, allowing to generate an overview of the training provided to these teachers

Sensing the Virtual: Atmosphere and Somaesthetics in Virtual Reality

This article examines somaesthetics in virtual reality via the spatial lens of atmosphere, adapting theories of atmosphere to virtual environments and advocating for VR as a distinctive terrain for somaesthetics. Building on Gernot Böhme’s analyses of atmosphere, this exploration unpacks ways that artists have engaged the body and space in VR, from creative interface design to multisensory storytelling, and projects that blend physical and virtual environments. Having mapped the confluence of somaesthetics, atmosphere, and immersive virtual space, the paper concludes considering the practical need for cultivating atmospheric competence in VR

A QUALITATIVE STUDY OF LITERACY TUTORING IN VIRTUAL ENVIRONMENTS DURING THE COVID-19 PANDEMIC: INSTRUCTIONAL AND RELATIONAL PRACTICES TO SUPPORT LEARNERS WITH DYSLEXIA

This qualitative collective case study examined the relational and professional practices literacy tutors used to support learners with dyslexia in virtual learning environments during the COVID-19 pandemic. Through individual interviews, literacy tutors who rapidly transitioned to online teaching described their lived experiences during this historic time. Three themes were identified through cross-case analysis: adapting instructional practices to virtual environments, caring for students and parents, and reflecting on professional practice. The results of this study described evidence which suggests implications for future practice, including teacher preparation, virtual tutoring, and reflective teaching

Calmness in Virtual Environments Enhance User’s Spatial Presence Experience

Presence has been described to be crucial in several virtual reality (VR) applications. Among the factors influencing presence, realistic virtual environment has been examined extensively from the angle of geometry-based virtual reality (GBVR) application. The visual of the applications has been manipulated by altering numerous technological characteristics or by adding more sensory information (such as touch and smell). However, realistic virtual environment in GBVR application often required complex programming and takes longer time to develop. As such GBVR application is not acceptable for the application that needs to have a collection of realistic panoramic virtual environments. An alternative solution for above statement is image-based virtual reality (IBVR) application. IBVR refers to photo-based images, stitched together to develop a realistic panoramic virtual environment. Based on this method, many realistic virtual environments can be created in much less time but with limited interaction function. Despite this limitation, realistic virtual environment in image-based virtual reality is expected to enhance user’s spatial presence experience, which is supported by spatial presence theoretical model. There a few levels in this theoretical model before the formation of spatial presence, and the most important part in this theoretical model is primary egocentric reference frames (PERF), adapting calmness to produce spatial presence experience. Thus, this chapter describes the summary on adapting calmness as PERF

The Virtual Block Interface: A Flexible Alternative to the Conventional Virtual Memory Framework

Computers continue to diversify with respect to system designs, emerging memory technologies, and application memory demands. Unfortunately, continually adapting the conventional virtual memory framework to each possible system configuration is challenging, and often results in performance loss or requires non-trivial workarounds. To address these challenges, we propose a new virtual memory framework, the Virtual Block Interface (VBI). We design VBI based on the key idea that delegating memory management duties to hardware can reduce the overheads and software complexity associated with virtual memory. VBI introduces a set of variable-sized virtual blocks (VBs) to applications. Each VB is a contiguous region of the globally-visible VBI address space, and an application can allocate each semantically meaningful unit of information (e.g., a data structure) in a separate VB. VBI decouples access protection from memory allocation and address translation. While the OS controls which programs have access to which VBs, dedicated hardware in the memory controller manages the physical memory allocation and address translation of the VBs. This approach enables several architectural optimizations to (1) efficiently and flexibly cater to different and increasingly diverse system configurations, and (2) eliminate key inefficiencies of conventional virtual memory. We demonstrate the benefits of VBI with two important use cases: (1) reducing the overheads of address translation (for both native execution and virtual machine environments), as VBI reduces the number of translation requests and associated memory accesses; and (2) two heterogeneous main memory architectures, where VBI increases the effectiveness of managing fast memory regions. For both cases, VBI significanttly improves performance over conventional virtual memory

Neuroaffirmative Approaches to Extended Reality: Empowering Individuals with Autism Spectrum Condition through Immersive Learning Environments

Traditional teaching and working environments often prioritize extroverted qualities, disadvantaging individuals with conditions that impact social engagement, such as autism spectrum condition (ASC). These individuals usually thrive in calmer, low-key learning environments but face challenges in lecture-style classes, and traditional office environments leading to marginalization in academic and professional settings. This study explores the neuroaffirming potential of extended reality (XR) in creating immersive learning and working environments tailored to the unique needs of individuals with ASC. By focusing on four key factors—indirect social engagement, digital communication preferences, sensory sensitivity, and avatar-based communication—XR technologies can provide a supportive and accommodating environment for those with sensory processing disorders (SPD). As the metaverse and virtual reality (VR) technology advances, education and industry can harness social VR to prepare students for a future of work defined by virtual collaboration. This research investigates the transformative role of XR and the metaverse in promoting a more inclusive educational and professional landscape by adapting environments to empower individuals with ASC, enabling them to reach their full potential in a neuroaffirmative manner

Effects of Handling Real Objects and Self-Avatar Fidelity on Cognitive Task Performance and Sense of Presence in Virtual Environments

Immersive virtual environments (VEs) provide participants with computer-generated environments filled with virtual objects to assist in learning, training, and practicing dangerous and/or expensive tasks. But does having every object being virtual inhibit the interactivity and effectiveness for certain tasks? Further, does the visual fidelity of the virtual objects affect performance? If participants spent most of their time and cognitive load on learning and adapting to interacting with a purely virtual system, this could reduce the overall effectiveness of a VE. We conducted a study that investigated how handling real objects and self-avatar visual fidelity affects performance on a spatial cognitive manual task. We compared participants' performance of a block arrangement task in both a real-space environment and several virtual and hybrid environments. The results showed that manipulating real objects in a VE brings task performance closer to that of real space, compared to manipulating virtual objects

A novel design education approach for professional global product realization

Emerging trends in design practice, such as collaborative design and multi-national, multi-cultural and multi-disciplinary (multi-x) teamwork, call for ongoing changes in design education. Educational institutions need to be proactive in adapting to such trends, in order to ensure an adequate development of the design competences of their students. The graduated design students must be able to effectively solve real-life new product development (NPD) problems in multi-x environments. In this paper we present a novel approach towards design education, where special focus is put on multi-x collaboration of design students in solving NPD tasks. We present the idea of an Academic Virtual Enterprise (AVE), a project oriented educational agreement, which is based on volatile alliance of industrial and academic partners for mutual advantages. A course, called Global Product Realization (GPR) is presented as an example of how to implement AVE into design education and provide a stimulating learning environment for students in several disciplines (i.e. mechanical engineering, programming, electronics, design, etc.), where they can get experience in multi-x collaboration in NPD and develop several aspects of design competences needed for their future professional practice

Sketch-Based Interfaces to Support Collaborative Conceptual Design Learning

In order to gain a better understanding of online collaborative conceptual design processes this paper investigates how student designers make use of Lyceum, a shared virtual synchronous environment when engaged in conceptual design. The software enables users to talk to each other and share sketches when they are remotely located. The paper describes a novel methodology for observing and analysing collaborative design processes by adapting the concepts of grounded theory. Rather than concentrating on narrow aspects of the final artefacts, emerging 'themes' are generated that provide a broader picture of collaborative design process and context descriptions. Findings on the themes of 'grounding – mutual understanding' and 'support creativity' complement findings from other research, while important themes associated with 'near-synchrony' have not been emphasised in other research. From the study, a series of design recommendations are made for the development of tools to support online computer-supported collaborative work in design using a shared virtual environment