Oral Presentations [clear filter]
Thursday, June 3

7:00am EDT

Inclusion, Diversity, Equity, Access, & Social Justice - Oral Presentations 1

Comparison of Direct and Vicarious VR Learning Experience: A Perspective from Accessibility and Equity
Gege Li, Heng Luo, Shaopeng Hou, Min Zhu
Central China Normal University, China, People's Republic of
Watch the presentation video​​​

A common challenge for adopting virtual reality (VR) in education is that limited VR devices are often shared among a large group of students. Consequently, there are two types of VR learners: Performers who acquire virtual learning experience through direct engagement in VR and observers who acquire such experience vicariously through observation. To explore the influence of learner type on VR learning, this study conducted a quasi-experiment with 53 elementary school students to examine the difference in VR learning experiences between the performers and the observers. The study results supported the observed VR learning experience as an adequate alternative to direct VR engagement as the observers demonstrated overall comparable learning patterns in reflection, emotion, engagement, and social interaction during the post-VR debriefing, except for the behaviors of recall and interpretation. The research findings can shed light on the issues of accessibility and equity in VR-based instruction and inform the design and implementation of large-scale VR educational programs.

Student Engagement with Reduced Bias in a Virtual Classroom Environment
Ray Freiwirth1, Esther Brandon
1; The Commons XR, United States of America; 2: Brandeis University, United States of America
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To Transcend is critical, but the path must contain a mechanism to both combat dis-engagement and bias in a classroom environment. Why bias and engagement issues as one; because one can create an issue with the other. Not all engagement issues are bias related, but many are. And not all bias issues may create dis-engagement, but certainly there are many studies that seem to point that it can. Why not use tools in the classroom that can improve engagement and reduce both explicit and implicit bias? Virtual reality is one such tool if used correctly. Join us to explore the possibilities of a classroom environment that might help out the next generation of students to transcend the norms of today!


Ray Freiwirth

Student / Startup Founder, The Commons XR
avatar for Esther Brandon

Esther Brandon

Digital Literacy Specialist, Brandeis University
Esther Brandon is the Digital Literacy Specialist for undergraduate and graduate programs at Brandeis University. She is an enthusiastic seeker of new instructional technologies, focused on best teaching practices. Esther holds a Masters of Arts in Teaching in Secondary Education... Read More →
avatar for Gege Li

Gege Li

Research Assistant, Central China Normal University
Gege Li is a postgraduate student in Faculty of Artificial Intelligence in Central China Normal University. She is interested in online learning and VR in education.

Thursday June 3, 2021 7:00am - 8:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

8:00am EDT

Inclusion, Diversity, Equity, Access, & Social Justice - Oral Presentations 2

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
Watch the presentation video

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.

avatar for Jimmy Vainstein

Jimmy Vainstein

Sr. Program Manager, The World Bank
avatar for Ibrahim Dahlstrom-Hakki

Ibrahim Dahlstrom-Hakki

Senior Research Scientist, Technical Education Research Centers (TERC)
Knock! Knock!Who’s there?Howl.Howl who?Howl you know if you don't open the door?

Thursday June 3, 2021 8:00am - 9:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

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