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[null,"1.","Record Nr.",null,"UNIORUON00216678"]
[null,null,"Autore",null,"HILDEBRAND"]
[null,null,"Titolo",null,"Verhalen uit de Camera Obscura / van Hildebrand ; met noten van J.M. Acket ; gewijzigd en aangevuld door P.H. Schröder"]
[null,null,"Pubbl/distr/stampa",null,"Haarlem, : De Erven F. Bohn, 1952.   VIII, 311 p., : ill. ; 23 cm."]
[null,null,"Disciplina",null,"839.31"]
[null,null,"Lingua di pubblicazione",null,"Olandese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9911019341503321"]
[null,null,"Autore",null,"Devi V. Ajantha"]
[null,null,"Titolo",null,"Augmented Reality and Virtual Reality in Special Education"]
[null,null,"Pubbl/distr/stampa",null,"Newark : , : John Wiley & Sons, Incorporated, , 2024"]
[{"$nulls":4},"©2024"]
[null,null,"ISBN",null,"9781394167586"]
[{"$nulls":4},"139416758X"]
[{"$nulls":4},"9781394167579"]
[{"$nulls":4},"1394167571"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (256 pages)"]
[null,null,"Soggetti",null,"Augmented reality in education"]
[{"$nulls":4},"Virtual reality in education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Cover -- Series Page -- Title Page -- Copyright Page -- Contents -- Preface -- Chapter 1 Digital Learning Environments-Constructing Augmented and Virtual Reality in Educational Applications -- 1.1 Introduction -- 1.1.1 Organization of the Chapter -- 1.1.2 Multimedia Principles -- 1.1.2.1 Study One: Spatial Contiguity Principle -- 1.1.2.2 Study Two: Coherence Principle -- 1.2 Materials and Methods-Interaction between AR and VR -- 1.2.1 Immersion, Presence, and Embodiment -- 1.2.2 Interaction Methods -- 1.3 AR and VR Adaptability for Education -- 1.3.1 CoSpaces -- 1.3.2 Interior and Exterior Design -- 1.4 Constructing Framework of the ARLE System -- 1.4.1 Analysis -- 1.4.2 Design -- 1.4.3 Development -- 1.5 Digital Learning Environment Analysis in the Context of AR and VR -- 1.5.1 Physical Learning Environment -- 1.5.2 Psychological Learning Environment -- 1.5.3 Social Learning Environment -- 1.6 General Discussion and Future Aspects -- References -- Chapter 2 Role of AR and VR Technology in Transforming Education Ecology -- 2.1 Introduction -- 2.2 Related Works -- 2.2.1 Bibliometric Analysis -- 2.2.1.1 Search Key -- 2.2.1.2 Dataset Analysis -- 2.3 Source Analysis -- 2.3.1 Most Relevant Sources -- 2.3.2 Source Growth -- 2.4 Author Analysis -- 2.4.1 Corresponding Author's Country -- 2.4.2 Most Relevant Words -- 2.4.3 Wordcloud -- 2.4.4 Tree Map -- 2.4.5 Trend Topics -- 2.4.6 Thematic Map -- 2.4.7 Thematic Evolution -- 2.5 "]
[{"$nulls":4},"Strengths and Limitations of AR/VR in Education -- 2.5.1 Limitations of AR/VR Technology in the Education System -- 2.6 Conclusion -- References -- Chapter 3 Enhancing Social Skills Development Through Augmented Reality (AR) and Virtual Reality (VR) in Special Education -- 3.1 Introduction -- 3.2 Theoretical Frameworks for Social Skills Development -- 3.3 Using AR for Social Skills Training."]
[{"$nulls":4},"3.4 VR Simulations for Social Skills Development -- 3.5 Building Empathy and Perspective-Taking Through AR and VR -- 3.6 Virtual Social Interactions and Communication Training -- 3.7 Collaborative VR Environments for Social Skills Development -- 3.8 Assessing Social Skills Development in AR and VR Environments -- 3.9 Best Practices and Strategies for Implementing AR and VR in Social Skills Training -- 3.10 Real-World Examples of AR and VR Implementations in Social Skills Development: Case Studies -- 3.11 Potential Advancements and Future Research Directions for AR and VR in Social Skills Development -- 3.12 Conclusion -- References -- Chapter 4 Immersive Learning's Promise: The Educational Potential of Augmented and Virtual Reality -- 4.1 Introduction -- 4.2 The Impact of AR/VR on Education -- 4.3 Literature Survey -- 4.4 Some Uses of AR/VR in K-12 Education -- 4.5 Higher Education and AR/VR -- 4.6 AR/VR for Administrators and Educators -- 4.7 AR/VR Technologies: Current Applications in Education -- 4.7.1 K-12 Education: Increasing Opportunities and Improving Classroom Experiences -- 4.7.2 Curricula and Resource Collections for Immersive Learning -- 4.7.3 Special Education -- 4.7.4 Medical Education -- 4.7.5 Humanities, the Arts, and Other Academic Fields -- 4.7.6 Soft Skills and Career Development -- 4.7.7 Specialized Training and Technical Education -- 4.8 Teacher Preparation: Setting Up Teachers for Success -- 4.9 Invest in Health, Security, and Efficacy Research -- 4.10 Challenges Lie in Implementing VR in a Learning Environment -- 4.11 Policymakers and Recommendations -- 4.12 Conclusion -- References -- Chapter 5 Influence of Augmented Reality and Virtual Reality in Special Education in India -- List of Symbols and Abbreviations -- 5.1 Introduction -- 5.1.1 Increased Usage of AR and VR in Education."]
[{"$nulls":4},"5.1.2 The Significance of AR and VR in Special Education -- 5.1.3 Defining Special Education -- 5.1.4 Overview of Special Education as a Concept -- 5.1.5 Types of Disabilities Requiring Special Education Services -- 5.1.6 Significance of Personalized Learning Plans for Children with Disabilities -- 5.2 Review of Literature -- 5.2.1 Use Cases for AR in Special Education -- 5.2.2 Use Cases for VR in Special Education -- 5.2.3 VR Supports College Students with ASD during Social-Emotional Development -- 5.3 Methodology -- 5.4 Results -- 5.4.1 Demographics -- 5.4.2 ANOVA Test -- 5.4.3 One-Sample Kolmogorov-Smirnov Test -- 5.5 Discussion -- 5.6 Findings -- 5.6.1 ANOVA Findings -- 5.6.2 One-Sample Kolmogorov-Smirnov Test Findings -- 5.7 Conclusion -- Acknowledgments -- Conflict of Interest Statement -- References -- Chapter 6 Exploring the Untapped Potential of the Metaverse in Special Education: A Comprehensive Analysis of Applications and AI Integration -- 6.1 Introduction -- 6.2 Pillars of the Metaverse -- 6.3 Importance of Special Education in the Metaverse -- 6.4 Inclusion of the Metaverse in Special Education -- 6.5 Benefits of Metaverse in Special Education -- 6.5.1 Helps Visually Impaired Kids with Sensory Enhancement -- 6.5.2 Reenacts Social Communication for Kids with Autism -- 6.5.3 Uses Visual Imagery to Teach Hearing- and Speech- Impaired Students -- 6.5.4 Makes Learning Accessible to Everyone -- 6.6 Metaverse vs. Conventional Learning -- 6.7 Accessibility Features in the Metaverse -- 6.8 Risks of Metaverse in Special Education -- 6.9 AI Integration in the Metaverse for Special "]
[{"$nulls":4},"Education -- 6.10 Challenges and Considerations -- 6.11 Future Directions and Potential Impact -- 6.12 Conclusion -- References -- Chapter 7 Fostering and Integrating Augmented Reality/Virtual Reality Experiences for Learners with Autism Spectrum Disorders (ASDs)."]
[{"$nulls":4},"List of Abbreviations -- 7.1 Introduction -- 7.2 Augmented Reality (AR) in Learning -- 7.2.1 Status of AR from the Beginning to the Present -- 7.2.2 Learning with AR in Special Education -- 7.2.3 How Does AR Support Special Education? -- 7.2.4 Benefits of AR -- 7.2.5 Issues with AR -- 7.3 VR in Learning -- 7.3.1 Status of VR from the Beginning to the Present -- 7.3.2 Learning with VR in Special Education -- 7.3.3 What is the Impact of Integrating VR Technology into Special Education? -- 7.3.3.1 Non-Immersive -- 7.3.3.2 Semi-Immersive -- 7.3.3.3 Fully Immersive -- 7.3.4 Benefits of VR in Special Education -- 7.3.5 Issues with VR -- 7.4 Variance between AR and VR -- 7.5 AR/VR Enhancement in Children with Autism -- 7.6 The Plan and Expansion of an AR/VR Application for Children with ASD -- 7.7 Setup Requirements for AR/VR -- 7.8 Suggestions to Address Technical Problems Encountered in AR/VR Applications -- 7.9 Experimental Implementation for Autistic Children Based on Research Articles -- 7.9.1 Experiment 1: Virtual Public Speaking -- 7.9.2 Experiment 2: Stimming-Repetitive Behaviors -- 7.10 Challenges and Solutions -- 7.11 Discussion -- 7.12 Conclusion -- Acknowledgments -- Conflict of Interest Statement -- References -- Chapter 8 Impact of AR/VR in the Learning Process of Children with Dyslexia -- 8.1 Introduction -- 8.2 Background of the Study -- 8.2.1 Statement of the Problem -- 8.3 Medical Background -- 8.3.1 Significance of the Study -- 8.3.2 Suitable Alternative -- 8.3.2.1 Text-to-Speech Feature -- 8.3.2.2 Audiobooks -- 8.4 Research Aim, Objectives, and Hypothesis -- 8.4.1 Research on Dyslexia Bars -- 8.4.2 Research Questions -- 8.4.2.1 How Can Sound Therapy be Beneficial? -- 8.4.2.2 What Benefits does AR Offer? -- 8.4.2.3 What is the Situation of the Healthcare AR and VR Market Right Now?."]
[{"$nulls":4},"8.4.2.4 Despite Its Many Drawbacks, Is VR Still Worthwhile? -- 8.4.3 Hypothesis on AR/VR -- 8.4.4 Objectives of the Solution -- 8.4.5 Delimitations of the Study -- 8.4.6 Limitations of Using AR/VR -- 8.5 Proposed Methodology -- 8.5.1 Implementation of AR/VR for Dyslexia Bars -- 8.5.2 Comparisons -- 8.6 Conclusion -- References -- Chapter 9 Immersive Experience in the Education of Special Kids Using the Metaverse Platform -- 9.1 Introduction -- 9.2 Technologies Used in Special Education -- 9.2.1 Artificial Intelligence -- 9.2.2 Virtual Reality -- 9.2.3 Augmented Reality -- 9.2.4 Robotics -- 9.2.5 Gamification Using Gadgets -- 9.2.6 Metaverse Platforms -- 9.3 Component View of the Metaverse in Special Education -- 9.4 System Architecture of Metaverse in Special Education -- 9.5 Recent Studies on Trends in Special Education -- 9.6 Why Use Metaverse in Special Education? -- 9.7 Challenges of the Metaverse in Special Education -- 9.8 Future Potential of the Metaverse in Special Education -- 9.9 Conclusion -- Acknowledgments -- Conflict of Interest Statement -- References -- Chapter 10 Privacy and Security Concerns with Augmented Reality/Virtual Reality: A Systematic Review -- List of Abbreviations -- 10.1 Introduction -- 10.2 Augmented Reality/Virtual Reality -- 10.2.1 Benefits of AR -- 10.2.1.1 Higher Attention -- 10.2.1.2 Student Engagement and Interest -- 10.2.1.3 Learning Environment -- 10.2.1.4 Indulging the Content -- 10.2.1.5 Collaboration -- 10.2.1.6 Memory -- 10.2.1.7 Sensory Development -- 10.2.1.8 Cost-Effectiveness -- 10.2.2 Classroom Examples of AR -- 10.2.2.1 Math -- 10.2.2.2 Chemistry and Biology -- 10.2.2.3 History -- 10.2.2.4 Coding -- 10.2.2.5 Educational AR Apps -- 10.2.2.6 Human Anatomy Atlas -- 10.2.2.7 Holo-Human -- 10.2.2.8 VR Frog Dissection -- 10.2.2.9 "]
[{"$nulls":4},"GeoGebra AR -- 10.2.2.10 Expeditions -- 10.2.2.11 Exoplanet."]
[{"$nulls":4},"10.2.2.12 Star Walk."]
[null,null,null,"Sommario/riassunto","This book explores the integration and impact of augmented reality (AR) and virtual reality (VR) technologies in special education. Edited by V. Ajantha Devi, Williamjeet Singh, and Yogesh Kumar, the work discusses how AR and VR can enhance educational experiences for students with special needs by providing immersive and interactive learning environments. It covers various aspects, including digital learning environments, social skills development, and the educational potential of these technologies. The book also examines the challenges and future directions of using AR and VR in special education, offering insights into their benefits and limitations. Targeted at educators, researchers, and policymakers, it aims to provide a comprehensive understanding of the applications of AR and VR in special education settings."]