Emerging Technologies as Novel Learning Environments: Understanding Experiences of Neurodiverse Secondary Students' Science Learning

• In Event: Advanced Technologies for Learning Poster Session

Abstract

The emerging technologies of 3-dimensional imagery, haptic feedback, and virtual reality (VR) simulations support robust learning among secondary science learners through their unique affordances that facilitate perceptions of immersion and interaction (together forming presence) within a virtual learning environment (VLE). As American schools serve greater numbers of neurodivergent students, there is a need to understand their learning (experiences) within VLEs. From a proposed conceptual framework built upon virtual presence, secondary students with ADHD used a 3D, haptic, VR platform (zSpace) to learn science content, such to determine the effects of novel treatment (emergent technologies) on a novel population (students with ADHD). Results show disparate experiences (versus literature on neurotypical students) in presence and learning, indicating VLEs should accommodate for neurodiversity.

Authors

• Rebecca Hite, Texas Tech University

• Gina Childers, Texas Tech University

• M. Gail Jones, North Carolina State University

• Elysa Corin, Institute for Learning Innovation

• Mariana Pereyra, North Carolina State University