Type or paste in recent years, the innovative technologies of Extended Reality (XR) have allowed users to experience immersive experiences capable of enhancing the body and altering reality, overcoming the so-called dichotomy between “real and virtual”. This technological revolution has imposed a reflection on current educational and teaching practices and on how the digital environment can become a source of knowledge, transforming education in a constructivist sense (Colazzo & Maragliano, 2022). Based on these considerations, an Inclusive Virtual Museum was designed and developed (Di Tore et al, 2022), which includes the digital assets of the archaeological finds scanned in Campania museums. The aim is to build new inclusive learning environments that value the differences of each student (Sibilio, 2020) through a rethinking of the role of the body in teaching and an adaptation of the digital environment in relation to the needs of students with special educational needs. Therefore, an initial experiment was conducted aimed at detecting the perceptions of primary and lower secondary school pupils regarding the design and level of accessibility of the virtual environment.
INNOVATIVE EDUCATIONAL TECHNOLOGIES: A PRE-LIMINARY SURVEY TO DETECT THE ACCESSIBILITY OF THE INCLUSIVE VIRTUAL MUSEUM
Amelia Lecce;
2023-01-01
Abstract
Type or paste in recent years, the innovative technologies of Extended Reality (XR) have allowed users to experience immersive experiences capable of enhancing the body and altering reality, overcoming the so-called dichotomy between “real and virtual”. This technological revolution has imposed a reflection on current educational and teaching practices and on how the digital environment can become a source of knowledge, transforming education in a constructivist sense (Colazzo & Maragliano, 2022). Based on these considerations, an Inclusive Virtual Museum was designed and developed (Di Tore et al, 2022), which includes the digital assets of the archaeological finds scanned in Campania museums. The aim is to build new inclusive learning environments that value the differences of each student (Sibilio, 2020) through a rethinking of the role of the body in teaching and an adaptation of the digital environment in relation to the needs of students with special educational needs. Therefore, an initial experiment was conducted aimed at detecting the perceptions of primary and lower secondary school pupils regarding the design and level of accessibility of the virtual environment.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
