Bridging Reality: AR, VR, XR for Life Skills Development in Special Education

I. Introduction (10 minutes): Overview of AR, VR, and XR technologies, their potential for special education, and their role in life and occupational skills development. (Engagement: Brief survey using a polling tool to understand participants’ familiarity with these technologies) II. The Need for Immersive Learning (10 minutes): Discuss the challenges students with intellectual disabilities face in traditional learning environments and how AR, VR, and XR can address these barriers. (Engagement: Real-world case studies and video examples) III. Exploring AR, VR, and XR Tools (15 minutes): Introduce specific AR, VR, and XR tools and applications that are effective in teaching life and occupational skills. (Engagement: Demonstration of selected tools with hands-on exploration) IV. Designing Immersive Learning Activities (15 minutes): Guide participants through designing a simple, immersive lesson/activity using AR, VR, or XR tailored for students with intellectual disabilities. (Engagement: Small group work and sharing of ideas) V. Implementation and Best Practices (5 minutes): Share strategies, tips, and considerations for effectively integrating these technologies into the classroom. (Engagement: Open discussion and Q&A) VI. Conclusion and Reflection (5 minutes): Recap key takeaways and discuss how to apply these concepts in participants’ educational settings. (Engagement: Participants share one action they plan to take based on what they've learned)

This presentation is the beginning of the culmination of my doctoral research in studying the impact of augmented and virtual reality on students with intellectual disabilities in learning life and occupational skills. After a thorough review of the existing literature, it has been discovered that there are very few research studies that have been written about these immersive technologies for this population of students. While this area of research is expanding every day with the constant invention of new applications in this field, studies into the effectiveness of using these technologies to improve or acquire life and vocational skills for students with intellectual disabilities are only recently being written, and further research on their impact needs to be completed. References: Allcoat, D., & Von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2140 Annafi, A., Hakim, D. L., & Rohendi, D. (2019). Impact of using augmented reality applications in the educational environment. Journal of Physics: Conference Series, 1375(1), 012080. https://doi.org/10.1088/1742-6596/1375/1/012080 Apostolellis, P., & Bowman, D. A. (2014). Evaluating the effects of orchestrated, game-based learning in virtual environments for informal education. Proceedings of the 11th Conference on Advances in Computer Entertainment Technology. https://doi.org/10.1145/2663806.2663821 Arlati, S., Colombo, V., Ferrigno, G., Sacchetti, R., & Sacco, M. (2019). Virtual reality-based wheelchair simulators: A scoping review. Assistive Technology, 32(6), 294–305. https://doi.org/10.1080/10400435.2018.1553079 Armstrong, T. (2010). Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Da Capo Lifelong. Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review. Education Research International, 2021, 1–17. 
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Several platforms and Apps will be discussed that enable both Augmented Reality and Virtual Reality to work.