Learning through the simulation of reality represents the new frontier in teaching: from augmented reality to virtual reality, learning in a simulation environment is considered as an immersive, authentic and situated learning through experience. This contribution analyzes the results of an exploratory survey involving the participants of the VII edition of the Specialization course for special needs teachers organized at the University of Bari (academic year 2021/2022). Through the administration of an anonymous questionnaire, the research aimed to detect the knowledge and training needs of the participants on the use of digital technologies in teaching and, in particular, on the use of immersive reality in the learning process of students with disability.
Immersive technologies and innovation in educational contexts: an exploratory investigation at the University of Bari
Alberto Fornasari
2023-01-01
Abstract
Learning through the simulation of reality represents the new frontier in teaching: from augmented reality to virtual reality, learning in a simulation environment is considered as an immersive, authentic and situated learning through experience. This contribution analyzes the results of an exploratory survey involving the participants of the VII edition of the Specialization course for special needs teachers organized at the University of Bari (academic year 2021/2022). Through the administration of an anonymous questionnaire, the research aimed to detect the knowledge and training needs of the participants on the use of digital technologies in teaching and, in particular, on the use of immersive reality in the learning process of students with disability.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
