Experiential Media and Disabilities in Education: Enabling Learning through Immersive, Interactive, and Customizable Digital Platforms

By John Pavlik.

Published by Ubiquitous Learning: An International Journal

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Article: Electronic $US5.00

Emerging experiential media platforms are enabling persons across a diverse array of disabilities to increasingly engage in customizable, interactive, immersive and multi-sensory globally connected and mobile learning environments. The purpose of this paper is three-fold. First, we seek to outline the nature and parameters of experiential media and their implications for learning for persons across a broad array of disabilities. This articulation of a model of experiential media will builds prior research and lays the foundation for future investigations. Second, as a preliminary framework for testing this experiential media model, we employ a case study methodological approach. The case studies offered are based on an examination of a pilot project examining persons with disabilities who engaged immersive, multi-sensory, and interactive media prototypes. These case studies are re-examined in the context of the recent development of commercially available virtual reality platforms including Google Cardboard, Samsung Gear VR, and the Oculus Rift (Oculus Virtual Reality 2016). Finally, we conclude by offering a framework for assessing the potential effectiveness of emerging experiential media platforms for learning among differently enabled users.

Keywords: Virtual Reality, Immersive, Disabilities

Ubiquitous Learning: An International Journal, Volume 10, Issue 1, March 2017, pp.15-22. Article: Print (Spiral Bound). Article: Electronic (PDF File; 680.477KB).

Dr. John Pavlik

Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New Brunswick, New Jersey, USA