VR Accessibility
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"Accessible" refers to something easy to reach or use, emphasizing the need for equal opportunities across different societal aspects, including physical, geographical, social, and economic statuses (Iwarsson and Stahl 2003).
In virtual reality (VR) education, both educators and students face accessibility challenges. Educators may benefit from VR's interactive enhancements but need extra training time. Students might struggle with the high costs of advanced VR devices. Accessibility concerns affect everyone, not just those with disabilities, covering content, interaction, devices, user representation, and specialized applications (Mott et al. 2019).
Reference:
Iwarsson, Susanne and Stahl, A. 2003. “Accessibility, Usability and Universal Design—Positioning and Definition of Concepts Describing Person-Environment Relationships.” 2003. https://doi.org/10.1080/dre.25.2.57.66.
Mott, Martez, Edward Cutrell, Mar Gonzalez Franco, Christian Holz, Eyal Ofek, Richard Stoakley, and Meredith Ringel Morris. 2019. “Accessible by Design: An Opportunity for Virtual Reality.” In 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct), 451–54. Beijing, China: IEEE. https://doi.org/10.1109/ISMAR-Adjunct.2019.00122.
Virtual Reality (VR)
Virtual Reality, or VR, typically refers to a computer-simulated three-dimensional environment in which one can move and interact with space, objects, and people through a head-mounted display and specialized interface devices (Maples-Keller et al. 2017) . VR applications have transformed various human activities, including gaming, healthcare, and education. VR training, for instance, is prominently used in the aviation and manufacturing industries and has been shown to be 76% more effective than traditional methods by offering lifelike simulations and powerful visualizations that enhance practical understanding and interaction (Jayaraman 2024).
Reference:
Maples-Keller, Jessica, Brandon A. Bunnell, Thomas A. Kim, and Barbara O. Rothbaum. “The Use of Virtual Reality Technology in the Treatment of Anxiety and Other Psychiatric Disorders.” Harvard Review of Psychiatry 25, no. 3 (2017): 103–113. https://doi.org/10.1097/hrp.0000000000000138.
Jayaraman, Soundarya. 2024. “90+ Powerful Virtual Reality Statistics to Know in 2024.” G2. February 15, 2024. https://www.g2.com/articles/virtual-reality-statistics.
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VR Accessibility
Add a Title
"Accessible" refers to something easy to reach or use, emphasizing the need for equal opportunities across different societal aspects, including physical, geographical, social, and economic statuses (Iwarsson and Stahl 2003).
In virtual reality (VR) education, both educators and students face accessibility challenges. Educators may benefit from VR's interactive enhancements but need extra training time. Students might struggle with the high costs of advanced VR devices. Accessibility concerns affect everyone, not just those with disabilities, covering content, interaction, devices, user representation, and specialized applications (Mott et al. 2019).
Reference:
Iwarsson, Susanne and Stahl, A. 2003. “Accessibility, Usability and Universal Design—Positioning and Definition of Concepts Describing Person-Environment Relationships.” 2003. https://doi.org/10.1080/dre.25.2.57.66.
Mott, Martez, Edward Cutrell, Mar Gonzalez Franco, Christian Holz, Eyal Ofek, Richard Stoakley, and Meredith Ringel Morris. 2019. “Accessible by Design: An Opportunity for Virtual Reality.” In 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct), 451–54. Beijing, China: IEEE. https://doi.org/10.1109/ISMAR-Adjunct.2019.00122.