Non-Visual Virtual Reality: Considerations for the Pedagogical Design of Embodied Mathematical Experiences for Visually Impaired Children

Autor/inn/en	Yiannoutsou, Nikoleta; Johnson, Rose; Price, Sara
Titel	Non-Visual Virtual Reality: Considerations for the Pedagogical Design of Embodied Mathematical Experiences for Visually Impaired Children
Quelle	In: Educational Technology & Society, 24 (2021) 2, S.151-163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Psychomotor Skills; Mathematics Instruction; Teaching Methods; Video Technology; Computer Simulation; Case Studies; Schemata (Cognition); Instructional Design; Visual Impairments; Students with Disabilities; Feedback (Response); Teacher Student Relationship; Children; Sensory Integration; Music; Musical Instruments; Blindness; Tactual Perception + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Cognition; Schema; Kognition; Lesson concept; Lessonplan; Unterrichtsentwurf; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Child; Kind; Kinder; Sensorische Integration; Musik; Musikinstrument; Blindheit; Taktile Wahrnehmung
Abstract	Digital developments that foreground the sensory body and movement interaction offer new ways of engaging with mathematical ideas. Theories of embodied cognition argue for the important role of sensorimotor interaction in underpinning cognition. For visually impaired children this is particularly promising, since it provides opportunities for grounding mathematical ideas in bodily experience. The use of iVR technologies for visually impaired children is not immediately evident, given the central role of vision in immersive virtual worlds. This paper presents an iterative, design-based case study with visually impaired children to inform the pedagogical design of embodied learning experiences in iVR. Drawing from embodied pedagogy, it explores the process of implementing a classroom-based non-visual VR experience, designed to give visually impaired children an embodied experience of position in terms of Cartesian co-ordinates as they move around a virtual space. Video recordings of interaction combined with feedback from teachers and children contribute to knowledge of iVR learning applications in formal settings by discerning three types of pedagogical practices: creation of a performance space introduction of performative actions and action connected diverse perspectives. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01