Abstract
AbstracteXtended Reality (XR) provides new opportunities for immersive and engaging ways of learning in primary and secondary education. Educators and educational decision-makers, however, lack knowledge about the opportunities of this emerging technology. At the same time, XR technology lacks a fundamental universal design framework targeted at improving accessibility and usability for all, specifically for pupils with disabilities. In the following paper, we present the results from two selective and weighed literature reviews identifying: (1) opportunities, positive outcomes and challenges of using XR technology in primary and secondary education; (2) general advantages and limitations in terms of universal design, including barriers and possible solutions of XR technology for pupils with disabilities. The results show that utilization of XR technology in primary and secondary education is versatile, may positively influence learning outcomes in pupils, contributes to increase motivation, engagement, and interest. The challenges in implementing XR technology were mainly related to economic cost, health-related limitations, pedagogy, editorial limitations, and lack of universal design. Pupils with disabilities and varying degrees of abilities face challenges because there is lack of multimodality, practical issues when setting up or using devices, lack of interoperability and compatibility with assistive technology, financial costs, health-related issues, overreliance on gamification, and ethical considerations. In addition, most devices are designed for adults and not recommended to be used by children younger than 13 years of age. Future research needs to address development of guidelines including best-practice examples for increased accessibility and usability of XR technology, as well as advance the standardization and solidification of said guidelines into standards, regulations, and laws.KeywordsXRVRARMREducationUniversal designAccessibilityUsabilityPrimary and secondary education
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