Fostering Education Equity Through Virtual Reality for Economically Disadvantaged Chinese Language Learners With Disabilities (Poster 4)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Innovative Approaches and Methodologies for Enhancing Educational Outcomes for Students With Disabilities

Abstract

Artificial Intelligence (AI) tools, such as virtual reality (VR) and chatbots, have revolutionized education. This study used VR headsets and the “Mondly” app in an after-school Chinese language tutoring program to aid students with disabilities from low-income families. It focused on how VR can enhance their Chinese speaking skills and boost their confidence in learning the Chinese language. Conducted with four high school students, the mixed-method research we adopted measured speaking performance and perceptions of the tools. Results showed improved fluency and vocabulary in Chinese and increased their willingness to learn the language. This indicates providing appropriate tools to students with disabilities can enhance language learning, which in turn, promotes social justice and educational equity for those from low-income families.

Authors

• Xiaying Li, Fordham University

• Su-Je Cho, Fordham University

• Rachel Eunjoon Um, New York University

• Ksenia Anisimiva, Fordham University