Integration of Children with Special Needs in Mathematics through Virtual Reality [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, Oct 21-23, 2018).

Autor/inn/en	Keller, Thomas; Hebeisen, Andreas; Brucker-Kley, Elke
Titel	Integration of Children with Special Needs in Mathematics through Virtual Reality [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, Oct 21-23, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Special Needs Students; Educational Technology; Technology Uses in Education; Computer Simulation; Mathematics Instruction; Visualization; Teaching Methods; Simulated Environment; Video Games; Elementary Secondary Education; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Mathematics lessons; Mathematikunterricht; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Umwelt; Video game; Videospiel; Videospiele; Ausland; Schweiz
Abstract	Students with special needs in mathematics lessons can be specifically supported through virtual reality (VR) if they are offered virtual learning environments that offer real benefits through their implementation in VR. In addition to learning by doing, the visualization of mathematical facts in 3D for the training of imagination can offer added value in relation to the tasks themselves or that content can be experienced in class for which this is otherwise not simply possible. The evaluation of the developed learning environments with learners has shown that possible advantages of an immersive learning environment compared to classical teaching aids can be a positive effect on motivation, concentration and learning success. [For the complete proceedings, see ED600498.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01