Experiencing Virtual Reality for Perspective-Taking of Blind and Visually Impaired Learners
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| Title: | Experiencing Virtual Reality for Perspective-Taking of Blind and Visually Impaired Learners |
|---|---|
| Language: | English |
| Authors: | Tania Heap, Regina Kaplan-Rakowski, Audon Archibald |
| Source: | Educational Technology & Society. 2024 27(4):375-389. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Simulation, Blindness, Technology Uses in Education, Empathy, Visual Impairments, Perspective Taking, Diversity, Inclusion, Equal Education, School Personnel, Employee Attitudes, College Students, Student Attitudes |
| ISSN: | 1176-3647 1436-4522 |
| Abstract: | Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants' interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants' general empathy levels slightly increased after the VR experience. Participants' perceptions of blind people's productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://www.j-ets.net/collection/published-issues/27_4 |
| Accession Number: | EJ1443465 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Experiencing Virtual Reality for Perspective-Taking of Blind and Visually Impaired Learners – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tania+Heap%22">Tania Heap</searchLink><br /><searchLink fieldCode="AR" term="%22Regina+Kaplan-Rakowski%22">Regina Kaplan-Rakowski</searchLink><br /><searchLink fieldCode="AR" term="%22Audon+Archibald%22">Audon Archibald</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2024 27(4):375-389. – Name: Avail Label: Availability Group: Avail Data: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+Attitudes%22">Employee Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1176-3647<br />1436-4522 – Name: Abstract Label: Abstract Group: Ab Data: Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants' interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants' general empathy levels slightly increased after the VR experience. Participants' perceptions of blind people's productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.j-ets.net/collection/published-issues/27_4" linkWindow="_blank">https://www.j-ets.net/collection/published-issues/27_4</link> – Name: AN Label: Accession Number Group: ID Data: EJ1443465 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 375 Subjects: – SubjectFull: Computer Simulation Type: general – SubjectFull: Blindness Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Empathy Type: general – SubjectFull: Visual Impairments Type: general – SubjectFull: Perspective Taking Type: general – SubjectFull: Diversity Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Equal Education Type: general – SubjectFull: School Personnel Type: general – SubjectFull: Employee Attitudes Type: general – SubjectFull: College Students Type: general – SubjectFull: Student Attitudes Type: general Titles: – TitleFull: Experiencing Virtual Reality for Perspective-Taking of Blind and Visually Impaired Learners Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tania Heap – PersonEntity: Name: NameFull: Regina Kaplan-Rakowski – PersonEntity: Name: NameFull: Audon Archibald IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1176-3647 – Type: issn-electronic Value: 1436-4522 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
