3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities

Georgios A. Dafoulas (Middlesex University, UK) and Noha Saleeb (Middlesex University, UK)

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DOI: 10.4018/978-1-60960-541-4.ch002

Source title: Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching

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MLA

Dafoulas, Georgios A. and Noha Saleeb. "3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities." Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching. IGI Global, 2011. 25-69. Web. 21 May. 2013. doi:10.4018/978-1-60960-541-4.ch002

APA

Dafoulas, G. A., & Saleeb, N. (2011). 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities. In L. Theng (Ed.), Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching (pp. 25-69). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-541-4.ch002

Chicago

Dafoulas, Georgios A. and Noha Saleeb. "3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities." In Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching, ed. Lau Bee Theng, 25-69 (2011), accessed May 21, 2013. doi:10.4018/978-1-60960-541-4.ch002

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Abstract

The significance of newly emergent 3D virtual worlds to different genres of users is currently a controversial subject in deliberation. Users range from education pursuers, business contenders, and social seekers to technology enhancers and many more who comprise both users with normal abilities in physical life and those with different disabilities. This study aims to derive and critically analyze, using grounded theory, advantageous and disadvantageous themes, and their sub concepts of providing e-learning through 3D Virtual Learning Environments (VLEs), like Second Life, to disabled users. Hence providing evidence that 3DVLEs not only support traditional physical learning, but also offer e-learning opportunities unavailable through 2D VLEs (like Moodle, Blackboard), and offer learning opportunities unavailable through traditional physical education. Furthermore, to achieve full potential from the above-mentioned derived concepts, architectural and accessibility design requirements of 3D educational facilities proposed by different categories of disabled students to accommodate for their needs, are demonstrated.

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