Literaturnachweis - Detailanzeige
Autor/inn/en | Carreon, Adam; Smith, Sean J.; Mosher, Maggie; Rao, Kavita; Rowland, Amber |
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Titel | A Review of Virtual Reality Intervention Research for Students with Disabilities in K-12 Settings |
Quelle | In: Journal of Special Education Technology, 37 (2022) 1, S.82-99 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Carreon, Adam) ORCID (Rowland, Amber) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-6434 |
DOI | 10.1177/0162643420962011 |
Schlagwörter | Computer Simulation; Technology Uses in Education; Elementary School Students; Secondary School Students; Students with Disabilities; Intervention; Outcomes of Education; Educational Technology; Assistive Technology; Interpersonal Competence; Skill Development; Communication Skills; Learner Engagement; Self Control; Daily Living Skills; Study Skills; Educational Research Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernleistung; Schulerfolg; Unterrichtsmedien; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Selbstbeherrschung; Alltagsfertigkeit; Studientechnik; Bildungsforschung; Pädagogische Forschung |
Abstract | Virtual reality (VR) technology has improved in access and availability in the area of K-12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K-12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K-12 classroom. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |