Conceptualizing an Inclusive Metaverse for Enhanced Learning Among Students with Disabilities

Document Type

Conference Proceeding

Source of Publication

Proceedings of the 2024 16th International Conference on Education Technology and Computers

Publication Date

1-21-2025

Abstract

Traditional learning environments often fail to meet the diverse needs of students with disabilities due to various barriers, such as limited physical accessibility and a lack of personalized learning approaches. The emerging metaverse holds the potential to revolutionize education with its immersive and interactive capabilities, overcoming these traditional limitations. Despite research on metaverse-based inclusive learning, there is still a significant need for solutions that offer customized learning for various disabilities, comprehensive virtual support from educators and therapists, and enhanced analysis of student progress through cloud computing. Addressing this issue, our paper introduces a motivational scenario for an inclusive metaverse learning platform from which we derive the requirements for this platform. The paper identifies gaps in the existing literature, proposes an early metaverse architecture, and discusses potential research challenges. Utilizing a combination of advanced technologies, including Artificial Intelligence (AI), Federated Learning (FL), cloud computing, and blockchain, the proposed architecture aims to provide personalized educational experiences while ensuring robust data analysis, privacy, and security. Through this architecture, the study demonstrates how metaverse technologies can transform educational practices, making them more accessible and effective for students with disabilities.

ISBN

9798400717819

Publisher

ACM

First Page

69

Last Page

75

Disciplines

Computer Sciences | Education

Keywords

Inclusive Metaverse, Students with Disabilities, Personalized Learning, Cloud Computing, Artificial Intelligence

Indexed in Scopus

no

Open Access

no

Link to Full Text

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