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Augmented Reality and Virtual Reality in Special Education
| Augmented Reality and Virtual Reality in Special Education |
| Autore | Devi V. Ajantha |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Newark : , : John Wiley & Sons, Incorporated, , 2024 |
| Descrizione fisica | 1 online resource (256 pages) |
| Altri autori (Persone) |
SinghWilliamjeet
KumarYogesh |
| ISBN |
1-394-16758-X
1-394-16757-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 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.
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. 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 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). 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?. 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 GeoGebra AR -- 10.2.2.10 Expeditions -- 10.2.2.11 Exoplanet. 10.2.2.12 Star Walk. |
| Record Nr. | UNINA-9910877114603321 |
Devi V. Ajantha
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| Newark : , : John Wiley & Sons, Incorporated, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Starch: Advances in Modifications, Technologies and Applications / / edited by Vijay Singh Sharanagat, Dharmesh Chandra Saxena, Kshitiz Kumar, Yogesh Kumar
| Starch: Advances in Modifications, Technologies and Applications / / edited by Vijay Singh Sharanagat, Dharmesh Chandra Saxena, Kshitiz Kumar, Yogesh Kumar |
| Autore | Sharanagat Vijay Singh |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (486 pages) |
| Disciplina | 664.2 |
| Altri autori (Persone) |
SaxenaDharmesh Chandra
KumarKshitiz KumarYogesh |
| Soggetto topico |
Food science
Food - Analysis Chemistry Food Science Food Engineering Food Studies Food Analysis Food Chemistry |
| ISBN | 3-031-35843-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Starch : Current Production & consumption trends -- Modification of Starch -- Oxidation of starch -- Hydrolysis of Starch -- 1. Cross linking of starch -- Octenyl succinic anhydride Modification of starch -- Dry Heat Treatment of Starch -- Heat-moisture treatment of starch -- Annealing of Starch -- High Hydrostatic Pressure Treatment of Starch -- Ultrasonication of Starch -- Deep Freezing and Thawing Modification and its impact on starch properties -- Cold Plasma Treatment of starch -- Microwave Irradiation of Starch -- Gamma irradiation of Starch -- Enzymatic modification of starch -- Fermentation Of Starch -- Effect of germination on starch. |
| Record Nr. | UNINA-9910742490003321 |
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Sharanagat Vijay Singh
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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