Inclusion, Diversity, Equity, Access, & Social Justice

38 Items

All Items

  • Designing Narrative Games to Foster Empathy Toward Neurodivergent Persons: A Case Study of The Things Left Behind

    Lanxin Xue , Noah Glaser
    DOI: https://doi.org/10.56198/

  • Audio Design Preferences for Immersive Learning Environments: Comparing Autistic Users’ Preferences with Stakeholder Perceptions

    Gunjan Kumari, Wolfgang Broll
    DOI: https://doi.org/10.56198/

  • Work-in-Progress—Designing Evaluation Modules in the VR-based Simulation for Learners with Intellectual Disabilities

    Yeonju Tak, Daeun Kim, Jeeheon Ryu
    79-81
    DOI: https://doi.org/10.56198/

  • Using Virtual Environments to Reveal Teacher Bias Towards Students’ Socioeconomic Status

    Iulian Radu, Chris Dede, Jennifer Wang, Guanhua Nie, Karan Bhola, Mitch Scuzzarella
    68-75
    DOI: https://doi.org/10.56198/

  • Work-in-Progress—Decolonizing the Digital Divide: Problem Based Spatial Design Through Immersive Technology for STEM Education in Minority Populations

    Tilanka Chandrasekera, Nicole Colston, Tutaleni Asino, Cynthia Orona, Katie Allen, Allison Howard, Piper Bott, Oluwafikayo Adewumi
    76-78
    DOI: https://doi.org/10.56198/

  • Comparison of Direct and Vicarious VR Learning Experience: A Perspective from Accessibility and Equity

    Gege Li, Heng Luo, Shaopeng Hou, Min Zhu
    56-60
    DOI: https://doi.org/10.56198/

  • Inclusive VR through Inclusive Co-Design with Neurodiverse Learners

    Ibrahim Dahlstrom-Hakki, Teon Edwards, Jamie Larsen, Zachary Alstad, Gerald Belton, Daniel Lougen, Daniel Santana
    61-65
    DOI: https://doi.org/10.56198/

  • Work-in-Progress—Integrated Reading Assistance in an Immersive Environment

    Kojiro Yano
    66-68
    DOI: https://doi.org/10.56198/

  • Work-In-Progress—Exploring VR Conference Navigation Employing Audio Cues

    Gil Robern, Alvaro Uribe-Quevedo, Mahadeo Sukhai, Peter Coppin, Teresa Lee, Robert Ingino
    69-71
    DOI: https://doi.org/10.56198/

  • Leveraging VR Tools for Inclusive Education: Implications from Sign Language Learning in VRChat

    Maria Erofeeva, Nils Klowait, Mikael Belov, Yoann Soulié
    146-164

  • Rethinking the Extended Reality and Autism Research Agenda: Toward Neurodiversity-Affirming, Transdiagnostic, Inclusive Design

    Matthew Schmidt , Noah Glaser
    165-182

  • The Ethical Choices with Educational Technology (ECET) Immersive Technologies Decision Support Framework

    Dennis Beck, Scott Warren
    183-200

  • Enhancing Multiliteracy through Virtual Reality: An Inclusive Approach to Critical Immersive-Triggered Literacy

    Chrysoula Lazou, Avgoustos Tsinakos, Ioannis Kazanidis
    201-219

  • Work-In-Progress—Exploring VR Conference Navigation Employing Audio Cues

    Gil Robern, Alvaro Uribe-Quevedo, Mahadeo Sukhai, Peter Coppin, Teresa Lee, Robert Ingino
    69-71
    DOI: https://doi.org/10.56198/pbmrvj10

  • Work-in-Progress—Integrated Reading Assistance in an Immersive Environment

    Kojiro Yano
    66-68
    DOI: https://doi.org/10.56198/5fe37523

  • Inclusive VR through Inclusive Co-Design with Neurodiverse Learners

    Ibrahim Dahlstrom-Hakki, Teon Edwards, Jamie Larsen, Zachary Alstad, Gerald Belton, Daniel Lougen, Daniel Santana
    61-65
    DOI: https://doi.org/10.56198/ysgp7045

  • Comparison of Direct and Vicarious VR Learning Experience: A Perspective from Accessibility and Equity

    Gege Li, Heng Luo, Shaopeng Hou, Min Zhu
    56-60
    DOI: https://doi.org/10.56198/1a87mq46

  • Perceived Empowerment and Empowering Behaviors with Augmented and Virtual Reality in Transdisciplinary Research

    Carla Jakobowsky, Larissa Müller, Anja Richert, Valérie Varney
    78-88
    DOI: https://doi.org/10.56198/xjvhes46

  • Piloting a Virtual Reality Cybersecurity Game for Neurodivergent Adults: Findings from a User-Centered Formative Evaluation

    Noah Glaser, Shangman Li, Sai Shreya Nuguri, Prasad Calyam, Amogh Chetankumar Joshi
    67-77
    DOI: https://doi.org/10.56198/z38b7051

  • Leveling the Playing Field: Amplifying Rural Student Voices in Game-Based Learning Design with a Rural User Experience (RUX) Kit

    Alex Urban, Hillary Gould, Fan Yu, Zeinab Parishani, Joe Griffin, Noah Glaser
    89-95
    DOI: https://doi.org/10.56198/cfwv3t67

  • Extended Abstract—Implementation of an Immersive Sensory Room for Autistic Individuals: Enhancing Therapeutic and Learning Experiences Through Technology

    Gunjan Kumari, Wolfgang Broll
    96-102
    DOI: https://doi.org/10.56198/fa3r2y74

  • Doctoral Colloquium—Narrative and Soundscapes: Crafting Video Game for the Intersection of Neurodiversity, Gender and Queerness, The Things Left Behind

    Lanxin Xue, Noah Glaser , Yupei Duan
    103-109
    DOI: https://doi.org/10.56198/0efasn65

  • Doctoral Colloquium—Designing Inclusive Game-Based Informal-STEM Learning for Neurodiverse Middle-School Learners

    Tanya Churaman, Noah Glaser, K. Rende Mendoza, Matthew Schmidt, Lucas Jensen, Amanda Olsen
    110-116
    DOI: https://doi.org/10.56198/jhqy1163

  • Doctoral Colloquium—Investigating Preferred Design Elements by Autistic Individuals in an Immersive Learning Environment

    Gunjan Kumari, Wolfgang Broll
    117-123
    DOI: https://doi.org/10.56198/2tfre555

  • Preliminary Report: Innovations in Participatory Immersive XR Research for Transition-Aged Autistic Adults

    Matthew Schmidt, Jie Lu, Noah Glaser, Shangman Li, Yueqi Weng
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