Augmented and virtual reality (AR/VR) hold significant potential to transform how we communicate, collaborate, and interact with others. However, there has been a lack of work to date investigating accessibility barriers in relation to immersive technologies for people with disabilities. To address current gaps in knowledge, we led two multidisciplinary sandpits with key stakeholders (including academic researchers, AR/VR industry specialists, people with lived experience of disability, assistive technologists, and representatives from national charities and special needs colleges) to collaboratively explore and identify existing challenges with AR and VR experiences. We present key themes that emerged from sandpit activities and map out the interaction barriers identified across a spectrum of impairments (including physical, cognitive, visual, and auditory disabilities). We conclude with recommendations for future work addressing the challenges highlighted to support the development of more inclusive AR and VR experiences. 

/pdf/inclusive-ar-vr-accessibility-barriers-for-immersive-1in5iarl.pdf

Inclusive AR/VR: Accessibility Barriers for Immersive Technologies

Specific learning disorders affect a significant portion of the population. A total of 80% of its instances are dyslexia, which causes significant difficulties in learning skills related to reading, memorizing and the exposition of concepts. Whereas great efforts have been made to diagnose dyslexia and to mitigate its effects at primary and secondary school, little has been done at the university level. This has resulted in a sensibly high rate of abandonment or even of failures to enroll. The VRAIlexia project was created to face this problem by creating and popularizing an innovative method of teaching that is inclusive for dyslexic students. The core of the project is BESPECIAL, a software platform based on artificial intelligence and virtual reality that is capable of understanding the main issues experienced by dyslexic students and to provide them with ad hoc digital support methodologies in order to ease the difficulties they face in their academic studies. The aim of this paper is to present the conceptual design of BESPECIAL, highlighting the role of each module that composes it and the potential of the whole platform to fulfil the aims of VRAIlexia. Preliminary results obtained from a sample of about 700 dyslexic students are also reported, which clearly show the main issues and needs that dyslexic students experience and these will be used as guidelines for the final implementation of BESPECIAL.

https://www.mdpi.com/2076-3417/11/10/4624/pdf

Investigating Issues and Needs of Dyslexic Students at University: Proof of Concept of an Artificial Intelligence and Virtual Reality-Based Supporting Platform and Preliminary Results

Augmented and virtual reality experiences present significant barriers for disabled people, making it challenging to fully engage with immersive platforms. Whilst researchers have started to explore potential solutions addressing these accessibility issues, we currently lack a comprehensive understanding of research areas requiring further investigation to support the development of inclusive AR/VR systems. To address current gaps in knowledge, we led a series of multidisciplinary sandpits with relevant stakeholders (i.e., academic researchers, industry specialists, people with lived experience of disability, assistive technologists, and representatives from disability organisations, charities, and special needs educational institutions) to collaboratively explore research challenges, opportunities, and solutions. Based on insights shared by participants, we present a research agenda identifying key areas where further work is required in relation to specific forms of disability (i.e., across the spectrum of physical, visual, cognitive, and hearing impairments), including wider considerations associated with the development of more accessible immersive platforms. 

Inclusive Augmented and Virtual Reality: A Research Agenda

Learning disorders are neurological conditions that affect the brain’s ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligence-based software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students’ cohort. Our different models have obtained around 90% mean accuracy for predicting the support tools and learning strategies. 

Determining the Difficulties of Students With Dyslexia via Virtual Reality and Artificial Intelligence: An Exploratory Analysis

The research presented is framed in the context of educational technology (ET), and specifically in its use as a support tool for students with specific learning difficulties (SLD). This is descriptive quantitative research, the objective of which is to know what students know about the use of educational technology, the perceived usefulness of educational applications, and the use of educational technology as support for students with specific learning difficulties. In order to answer this question, a data-collection instrument was designed that included an ad hoc questionnaire made up of three blocks to evaluate the use of ET, the perceived usefulness of educational applications, as well as ET as a support for students with SLD. The participating sample is made up of students from different teacher training degrees of the Faculty of Education of the University of Burgos (n = 130). After the descriptive analysis was carried out, the results that were obtained allowed us to conclude that ET is an excellent proposal for the classroom, and that, due to its adaptability, it can, and should, be a frequent resource for achieving educational objectives, and especially as support for students with SLD.

/pdf/educational-technology-as-a-support-tool-for-students-with-2ebh0wcq.pdf

Educational Technology as a Support Tool for Students with Specific Learning Difficulties—Future Education Professionals’ Perspective

Dyslexia is the most common disorder in the world that have weaknesses in writing, reading and speaking. As a well spread disorder there are several stages of Dyslexia that has to recognize before giving the treatments. The current treatment is known as “Speech Therapy” which is given by a doctor or a therapist in a hospital or in a special education unit. These weaknesses are more wide spread and effects one in five people in the world. Dyslexia also runs in families. It can be recognized in kindergarten but if not it will be a huge disadvantage and will cause difficulties for further studies when the victim grows up. The people who are suffering from Dyslexia are step aside of the society and most of them are not very social and not open to the society. Therefor the treatment has to be creative and unique in order to get it in to the user. This tool named “The Hope” assembles Dyslexia therapies in a graphical and creative way to present the user to make it more accurate. Key content of this research covers selecting the Dyslexia stage, load the therapies and detect gestures and voice. The end result will be mainly based on Artificial Intelligence, Virtual reality, Image processing and Voice recognition technologies. Whoever suffers from Dyslexia or anyone who is willing to improve their writing, reading and speaking skills can use “The Hope” with a parent or a guardian and can get a clear improvement by following the therapies that the application provides daily. Application will provide an appreciation and a reward system to motivate and encourage the user to use the application daily. Following the therapies daily will improve the user skills. This tool lets users easily recognize their writing, reading and speaking weaknesses and will help to overcome them in a creative and accurate way.

The Hope: An Interactive Mobile Solution to Overcome the Writing, Reading and Speaking Weaknesses of Dyslexia

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The Hope: An Interactive Mobile Solution to Overcome the Writing, Reading and Speaking Weaknesses of Dyslexia