Literaturnachweis - Detailanzeige
| Autor/inn/en | Hutson, James; McGinley, Caitlyn |
|---|---|
| Titel | Neuroaffirmative Approaches to Extended Reality: Empowering Individuals with Autism Spectrum Condition through Immersive Learning Environments |
| Quelle | In: International Journal of Technology in Education and Science, 7 (2023) 3, S.400-414 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Hutson, James) ORCID (McGinley, Caitlyn) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Autism Spectrum Disorders; Computer Simulation; Educational Technology; Perceptual Impairments; Students with Disabilities; Symptoms (Individual Disorders); Interaction; Interpersonal Communication |
| Abstract | 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 lecturestyle 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. (As Provided). |
| Anmerkungen | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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