Abstract
Educators have opportunities to encourage students to immerse themselves in virtual spaces that are currently inaccessible in “real time or space” as well as the ability to create those experiences for others. This paper provides an understanding of the integration of extended realities (XR) in the classroom setting and an in-depth discussion of how these technologies can provide students with learning experiences and content creations of cultural understandings, cultural identity, and self-representation within immersive environments. In addition, this study contains the experiences of working with students from diverse courses to understand inclusion, universal design, and reflective encounters within XR. It explores the experiences the authors have had using the technologies in their classrooms, including representations of actual artifacts created by students and the measures of incorporating the development of XR spaces as a part of learning and assessment within interdisciplinary programs at the university level. Finally, this paper discusses research the authors are working on within a high school transition-to-work program with high school teachers, teacher candidates, and young adults with intellectual disabilities who are transitioning from high school to work. In this research, students created XR ”how-tos” for access to public transportation and work environments/experiences. Through these spaces, students reflect on community exploration, their roles within their communities, and their agency in the use of public services. This paper illustrates a future of inclusionary educational practices using XR with students within and beyond the classroom.
Presenters
Shadow ArmfieldAssociate Dean, Educational Specialties, Northern Arizona University, Arizona, United States Dawn Armfield
Associate Professor, English, Minnesota State University, Mankato, Minnesota, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Culture, Community, Inclusion, Emerging Technologies, Disability, Self-advocacy, Learning, Assessment
