Facilitating The Successful Communication and Knowledge Acquisition of Students with Unique Needs in Virtual Environments. Formal Education Entails Gaining Information and Competence Via Classroom Study

Abstract

Virtual reality (VR) encompasses a range of technology advancements that allow people to actively participate and interact with computer-generated three-dimensional "worlds" or "environments." These virtual settings have significant promise for including digital replicas of urban landscapes, architectural structures, scenic routes, and molecular structure models. Debates arose in the early 1990s over the possible integration of virtual reality (VR) in educational environments. Bricken (1991) asserts that throughout that period, there was a prevailing conviction in the development of unique and influential learning settings that surpassed all other surroundings. Following that, a growing group of scholars specialising in virtual reality (VR) has sought to investigate the possible advantages of this technology in various educational settings, spanning from basic to advanced training. This article briefly discusses the potential benefits of integrating virtual reality (VR) technology into educational settings. Through the utilisation of virtual reality (VR), individuals have the opportunity to participate in highly authentic simulated scenarios, allowing them to enhance and perfect their interpersonal communication skills in controlled and supervised environments. This article provides an account of four studies undertaken by the Virtual Reality Applications Research Team and their collaborators in the subject of special needs education, starting in 1991. The focus of these studies was primarily on the application of virtual reality in this sector. The field of inquiry focuses on the creation and evaluation of applications specifically built for virtual environments. The main objective is to improve the daily independence of individuals with learning and communication difficulties.