Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Virtuālās Realitātes mācīšanās taksonomija

Promocijas darbs tika izstrādāts izglītības zinātņu nozarē, vispārīgās pedagoģijas apakšnozarē Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātē, profesores, Dr. paed. Lindas Danielas vadībā. Darba apjoms ir 147 lpp., ieskaitot 30 attēlus un 16 tabulas, kā arī literatūras un avotu sarakstu ar 114 nosaukumiem. Darbam papildus pievienoti arī 2 pielikumi uz 21 lpp. Pētījuma mērķis ir informēt pedagogus un mācīšanas dizaina izstrādātājus, kā arī VR tehnoloģiju izstrādātājus, un potenciālos izglītojamos par VR mācīšanās principiem, tostarp, to sinerģijām un mijsakarībām, piedāvājot pamatotu teoriju virtuālās realitātes mācīšanās taksonomijai. Šī pētījuma nozīmīgākais devums ietver esošo, bet sadrumstaloto zināšanu apkopošanu un sistematizēšanu, pierādījumos balstītas teorētiskās bāzes izstrādi virtuālās realitātes mācīšanās taksonomijai, kā arī praktisku VR mācīšanas pieredžu dizaina un izvērtēšanas rīku izstrādiThe doctoral thesis by Lana Frančeska Dreimane titled “Taxonomy of Learning in Virtual Reality” was developed in the field of Education at the Faculty of Education, Psychology and Arts of the University of Latvia, under supervision of Dr. paed., professor Linda Daniela. The volume of the thesis is 147 pages, 30 figures and 16 tables in the main text, as well as list of bibliographic sources with 114 titles and 2 appendices. This research aims to inform educators and instructors, as well as VR technology developers and potential learners, about the alignment synergies and interconnections of VR learning principles by generating a substantive theory for the taxonomy of learning in Virtual Reality. The most important contribution of this inquiry is in systemising already existing but fragmented knowledge, and presenting evidence for theoretical basis for the taxonomy, as well as developing VR learning experience design and evaluation tools for practical applications

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Beyond the Bubble: Technology and the Future of Student Assessment

Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction