Assistive technologies and environmental design concepts for blended learning and teaching for disabilities within 3D virtual worlds and learning environments

Saleeb, Noha and Dafoulas, George (2012) Assistive technologies and environmental design concepts for blended learning and teaching for disabilities within 3D virtual worlds and learning environments. In: Blended learning environments for adults: evaluations and frameworks. Anastasiades, Panagiotes S., ed. IGI Global. ISBN 9781466609396

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Abstract

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs
specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a
framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

Item Type: Book Section
Research Areas: A. > School of Science and Technology > Design Engineering and Mathematics
A. > School of Science and Technology > Computer Science
A. > School of Science and Technology > Computer Science > Intelligent Environments group
Item ID: 14580
Notes on copyright: yes
Useful Links:
Depositing User: Noha Saleeb
Date Deposited: 30 Mar 2015 14:33
Last Modified: 05 Sep 2018 17:28
URI: http://eprints.mdx.ac.uk/id/eprint/14580

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