Outline of a Theoretical and Technological Approach for Reducing Inequalities in the Design of a 360 Synchronous Interactive Telepresence System

Abstract

The paper discusses the development of an immersive prototype for synchronous learning, emphasizing pedagogical and technological choices aimed at supporting equity and inclusion in an interdisciplinary perspective. Rooted in the pedagogical approach, it focuses on enhancing synchronous 360-degree video for interactive telepresence in higher education.
Addressing the lack of immersive synchronous videoconferencing systems, the project aims to facilitate synchronous interaction between teachers, students, peers, and the learning environment, and to promote feedback loop. The prototype, called ISL360 (ImmerSyncLearn360), aims to promote equity and inclusion by creating student-centered post-pandemic educational pathways that are accessible to all. It ensures synchronous presence for those who experience various types of barriers to movement (physical, psychological, or otherwise) and enables everyone to reach spaces that would otherwise be inaccessible. Beginning with a review of the literature on equity and inclusion with immersive technologies, we will present some design choices, both pedagogical and technological.