iLRN2021 7th International Conference of the Immersive Learning Research Network

Presentations

ActiVaR: XR for Education in Sustainable Development
Jimmy Vainstein, Diego Angel-Urdinola
The World Bank, United States of America

The World Bank started the deployment of VR, AR and immersive tools to support Education institutions in Ecuador to develop, improve, and reinforce students’ skills. The use of the technology aimed to help technical institutes overcome challenges related to imitations in availability of hands-on training, costly equipment or access to proper content and learning situations. Education institutions in developing countries generally lack resources to equip, maintain, and update laboratories, which are an important resource to develop, improve, and reinforce students’ skills. Augmented Reality (AR) and Virtual reality (VR) technologies have promising potential as tools to develop cost-effective virtual labs. The presentation will showcase the World Bank’s strategy for evaluating the impact of the Active Training Using Augmented and Virtual Reality “ActiVaR” Program, a pilot program that seeks to assess the effectiveness of using Zspace based Virtual Labs to deliver training in auto-mechanics in a selected Technical and Technological Program in Ecuador, in addition to Industrial Risk VR headset-based simulations. The program seeks to improve basic cognitive skills of students after they have been exposed to the basic principles of the operation of internal combustion engines and general industrial safety practices.

Inclusive VR through Inclusive Co-Design with Neurodiverse Learners
Ibrahim Dahlstrom-Hakki(1), Teon Edwards(1), Jamie Larsen(1), Zachary Alstad(1), Gerald Belton(2), Daniel Lougen(2), Daniel Santana(2)
1: TERC; 2: Landmark College
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This paper reports on a fully inclusive co-design process of an informal VR science game intended to be accessible to a broad range of learners. The co-design embraces the 'nothing about us without us' movement by ensuring that stakeholder voices have a prominent role throughout the design process. In the project described in this paper, professional designers and researchers work with a team of neurodiverse stakeholders as peer members of the design team. The design process is described, and the findings based on feedback from all co-design participants is reported. Recommendations for others in the field are provided to help guide those interested in implementing an effective and inclusive co-design process.