Directions of universal design for the immersive content experience environment for educating students with disabilities

Abstract

(Background and Purpose) In the midst of accelerating innovative growth through digital transformation, the development of educational contents with ICT applied to the education field seeks to create new values ​​beyond the improvement of existing education methods. Immersive contents holding immersive, interactive, and intelligent characteristics can provide a realistic educational experience. Accordingly, its application in the form of experiential classrooms and experiential buses is expanding not only in elementary, middle, and high school education sites but also in special education sites. Efforts to develop various contents and to create an environment are required that students with disabilities, who have had relatively low access to digital technology, actively utilize it. Therefore, this study tried to suggest a direction to create an experiential educational environment using immersive contents that are designed for various types of students with disabilities. (Method) As a research method, first, the concept of immersive contents and related technologies were studied. Second, the educational effects using immersive contents and the current status of educational development of students with disabilities were reviewed. Third, the direction of contents based on the types and characteristics of students with disabilities was examined. Fourth, after analyzing the educational environment cases through immersive contents, finally, the direction of building an experience education environment based on immersive content for students with disabilities was presented. (Results) The advantages of educating students with disabilities using immersive content were derived, and the differences in experience characteristics and learning effects between students with disabilities and non-disabled students were analyzed through examples of immersive content experience education environments. In the case of students with disabilities, more emphasis was placed on coping with the real environment through repeated learning in a relatively safe environment. This study found that for the use of students with disabilities, flexible modifications should be taken into consideration of the universality of use, diversity of content, and individual types and degrees of disabilities. (Conclusions) The direction of establishing an experiential education environment based on immersive content for students with disabilities through research is first, a universal and flexible environment plan that all students can use is required. Second, students with disabilities should be able to control the environment through various movements and methods beyond physical limitations so that they can experience a sense of control on their own. Third, to improve the quality of life, it should be possible to expand the quality and quantity of experience in the world where it is normally difficult to acquire practical skills and experience. Fourth, it should be possible to control and change the spatial interface corresponding user needs. Finally, it should be possible to provide social opportunities beyond the limits of disability through networks with other users, including non-disabled people.