Delivering Interventions to Individuals With Trauma-Induced Behaviors Through Immersive Virtual Learning Environments

Design And Implementation

Although there is still not enough evidence to fully understand how the curriculum will integrate with AR and VR programs or what will be needed in the adoption process (Meredith et al., 2018). Tzima et al., (2019) surveyed teachers asking if they had heard or read about augmented reality. Fifty percent responded with yes, and 50% answered no to the question. Data from Tzima et al.'s (2019) research indicate the learning process, motivation, and effectiveness of teaching increases when augmented reality is applied in education. In contrast, 100% of the teachers responded, they have never used augmented reality applications in teaching (Tzima et al., 2019).

From early childhood to the universities, all levels of education have researched AR and VR for educational purposes. AR and VR are being explored by Stanford Virtual Human Interaction Lab and Virtual Reality Lab, Oxford Virtual Reality Lab for mental health, Virtual Embodiment Lab, MIT Play labs, and Harvard Innovation Lab. AR and VR have the possibility of becoming the norm education (2019). In search of applications that would meet this chapter's requirements as the potential to support students with mental health issues, I found a lack of information in educational technology specific to this study that would benefit children and adolescents with trauma-induced behavioral disorders. Furthermore, the literature search confused the specific technical terms used to describe immersive educational environments. A review of the literature resulted in clarification of the technical terms presented in this chapter.