Affordances and Challenges of Extended Reality and their Applications for an Inclusive Education

The following paper aims to explore a number of projects that lie on the intersection of
virtual reality, physical space and immersion, in particular that explore the concepts of dynamic immersions
in teaching and learning spaces. Through this, the authors examine the application of Universal Design
for Learning (UDL) templates in educational methodologies, particularly within higher education settings
and specifically, in the context of how these affordances enhance inclusion and accessibility. The authors
have conversely found limitations related to hardware form factors and interactive systems that cannot
be customized to meet the needs of all users, resulting in marginalization. The authors wish to explore
the manifold problems that lead to both intentional and unintentional exclusion ramifications, whilst also
discussing relevant inclusion opportunities. Through this research, the authors aim is to present a topical
overview of several use cases and to discuss how software applications can be better calibrated to meet
the guidelines for UDL, and improve the accessibility of 3D and immersive interactions for innovative
Virtual Learning Environments (VLEs). Note that in this context, VLE’s can include bespoke spaces that are
primarily intended to be virtual, immersive and also traditional pedagogical and didactic platforms. As part
of this, the authors propose a new term: Extended Virtual Learning Environments (EVLEs) to encompass
these developments, as well as immersive hardware innovations [1], [2].