Overview

While VR has been 'on the way' for a very long time, the implications for application in Learning and Teaching contexts have been hampered somewhat by the technology itself with most studies (small) indicating 'mixed' reviews from users with disabiities.

Considerations

The three (3) Principles of Universal Design for Learning (UDL)

UDL is a framework for how to develop learning activities and assessments based on three main principles:

• Representation: UDL recommends offering information in more than one format. For example, textbooks are primarily visual. But providing text, audio, video and hands-on learning gives all a chance to access the material in whichever way is best suited to their learning context.
• Action and expression: UDL suggests giving kids more than one way to interact with the material and to show what they’ve learned. For example, students might get to choose between taking a pencil-and-paper test, giving an oral presentation or doing a group project.
• Engagement: UDL encourages teachers to look for multiple ways to motivate students. Letting kids make choices and giving them assignments that feel relevant to their lives are some examples of how teachers can sustain students’ interest. Other common strategies include making skillbuilding feel like a game and creating opportunities for students to get up and move around the classroom.

Find out more at http://udlguidelines.cast.org/more/frequently-asked-questions

Students with Disabilities

If you are looking to implement VR or AR into your curriculum, you should be aware of specific accessibility considerations such as:

• Mobility
• Hearing
• Cognition
• Low vision
• Blindness
• Olfactory
• Older Users

The video below (Google - linked via support section) also encompasses the consideration for temporary and situational disabilities eg. broken legs.

View the Griffith University Students with Disabilities Policy here.

Enabling Technology

Immersive Technologies and its application to Learning and Teaching are varied across use-cases, and should be discussed with L&T Consultants or Learning Futures before proceeding with design.

• Virtual reality replaces the real world with a virtual environment created by software. e.g. Oculus Rift, HTC vive, Google cardboard
• Augmented reality supplements the real world with virtual objects. e.g. Microsoft Hololens, Google Glass

Implement

Review the Guides (sourced via University of Melbourne) attached below to get a real and applicable sense of how you can design for your cohort incorporating considerations, the demographic make-up of your cohort and accommodation for those with disabilities.

Support Resources

• Accessibility of Virtual Reality Environments

  A succinct and informative website providing guidance for incorporating Accessibility into Immersive Technology design.

• Accessibility for AR and VR (Google Video)

  This long (30 mins) but informative session, provided by Google covers ways you can make your VR and AR more accessible and inclusive for all users.

Contributed by

• Learning Futures
  

Preferred Citation

Learning Futures (2019). Accessibility in VR and Immersive Learning. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/7988/view