Abstract
Delivering curriculum using desktop-based virtual learning environment (VLE) technologies in a collaborative group setting has been shown to reduce the social skill limitations of students with learning disabilities. However, the lack of the immersiveness and effective generalization of acquiring knowledge and skills among students remains a critical challenge in the interactive tools used in current VLEs. In this paper, we present a networked social virtual reality learning environment (VRLE) system viz., vSocial that has been redesigned based on iterative user feedback and developed in order to leverage the latest advances in integration of smart devices such as VR headsets for virtual content delivery. We describe a comparative study to evaluate technology trade-offs in the development process of transitioning from a VLE to a VRLE, from both technological and user (e.g., student/instructor) perspectives. Lastly, we outline open issues in using VRLEs which include: system complexity, emotion recognition, cybersickness and system sustainability.
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