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      Accessibility of Educational Virtual Reality for Children During the COVID-19 Pandemic

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          Abstract

          This article provides an exploratory inquiry into children’s use of educational virtual reality (VR) at home, thereby complementing prior experimental research about the effects of VR on children. In order to assess the potentially innovative role that VR can play in remote instruction, this study collected data from parents and legal guardians reporting on their children’s VR use at home during the first wave of the shelter-in-place measures resulting from the coronavirus disease (COVID-19) pandemic. From April to July 2020, parents and legal guardians who own VR devices participated in a survey ( n = 311), longitudinal follow-up surveys ( n = 60), and in-depth interviews ( n = 20). The results indicate how VR can function as an innovative tool for socioemotional learning in a situation of remote instruction by (a) enhancing school materials and (b) sparking conversations about current affairs. Additionally, the results highlight two main barriers obstructing children’s learning with VR. First, VR technology is gendered and may hinder the usage of both women and girls. Second, educational content is hard to find and lacks contextualizing complementary materials. With regard to the first barrier, the authors argue that the gender issue should be addressed in order to make VR more accessible to all children. This article addresses the second barrier by providing a database of educational VR applications. Ultimately, educational VR applications should be complemented with contextualizing materials to reach VR’s potential as an innovative learning tool.

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                Author and article information

                Journal
                Technology, Mind, and Behavior
                American Psychological Association
                2689-0208
                2022
                : 0
                : 0
                : np
                Affiliations
                [1]Department of Communication, Stanford University
                [2]Department of Education, Communication and Learning, University of Gothenburg
                [3]Department of Sociology, Davidson College
                Author notes
                Action Editor: Fran Blumberg was the action editor for this article
                Special Collection Editors: Rachel Flynn and Fran Blumberg
                Funding: This research was supported by two National Science Foundation Grants (1800922 and 1906728) and a Knut och Alice Wallenberg Grant (20170440).
                Disclosures: No competing financial interests exist. The work enclosed has not been published in whole or in part nor is it being considered for publication elsewhere. The data from the large sample survey as well as the surveys and interview template are publicly available at https://osf.io/z54tn/. For privacy reasons, the interview transcripts and longitudinal surveys data will not be made available.
                Equal Contribution: Marijn Mado and Géraldine Fauville contributed equally to this work.
                Study: The work was performed at Stanford University and the University of Gothenburg.
                [*] Marijn Mado, Department of Communication, Stanford University, McClatchy Hall, Building 120, 450 Serra Mall, Stanford, CA 94305-2050, United States mnmado@stanford.edu
                [*] Géraldine Fauville, Department of Education, Communication and Learning, University of Gothenburg, Läroverksgatan 15, 41120 Göteborg, Sweden geraldine.fauville@gu.se
                Author information
                https://orcid.org/0000-0002-4491-4117
                https://orcid.org/0000-0002-5114-4560
                https://orcid.org/0000-0001-8376-0125
                Article
                2022-47467-001
                10.1037/tmb0000066
                c5a6b1ef-11f1-4130-ac27-73db5be8d99e
                © 2022 The Author(s)

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC-BY-NC-ND). This license permits copying and redistributing the work in any medium or format for noncommercial use provided the original authors and source are credited and a link to the license is included in attribution. No derivative works are permitted under this license.

                History
                Categories
                Innovations in Remote Instruction

                Education,Psychology,Vocational technology,Engineering,Clinical Psychology & Psychiatry
                children,gender,learning,virtual reality,education

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