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The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders.

A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism.

This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed.

The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population.

This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.

The purpose of this paper is to report the results of a case study on virtual reality (VR) learning environments, focused on the development and integration of multi-user reference support.

This paper used a case study methodology to understand applied software development incorporating textual browsing experiences within the HTC Vive virtual reality headset. An open corpus of text from the HathiTrust Digital Library accessed via the API was used as a data source.

In collaboration with students from a senior undergraduate Computer Science project course, the project team developed software to pilot a multi-user VR experience, with functionality for users to search, discover and select e-books and other digitized content from the HathiTrust digital library.

Overall, the system has been developed as a prototype e-book experiment to model several VR affordances for browsing, user support and educational endeavors within libraries. Within the VR reading room pilot, users are able collaboratively explore digital collections. Aspects of reference librarian user support were modeled in the VR system including communication in real-time using chat features and text highlighting and manipulation tools that are unique to learning in VR environments.

This study aims to explore virtual site visit adoption patterns of US convention facilities based on the diffusion of innovation (DOI) theory. Additionally, it offers predictive models of virtual site visit tool adoption by applying probability distributions.

The study used content analysis of 369 US convention facility websites. Data collected from the websites recorded the presence or absence of the following tools facilitating virtual site visits: photos, floor plans, videos, 360-photos, 360-tours and virtual reality (VR)-optimized tours. The website content analysis was followed by application of the DOI theory and predictive modeling.

According to the DOI theory, the use of VR-optimized tours (4.34%) is still in the early adoption stage, followed by 360-degree tours (12.74%) and standard videos (17.89%) that have transitioned into the early majority stage of adoption and photos (72.09%) and floor plans (84.82%) that represent a late majority stage. Three predictive models with shifted Gompertz, Gumbel and Bass distributions forecasted that convention centers would achieve a 50% adoption rate of 360-degree tools (photos and tours) in 4.67, 4.2 and three years, respectively. The same models predicted a 50% adoption rate of 360-degree tours in 6.62, 5.81 and 4.42 years.

The research indicates that most US convention facilities have not taken full advantage of their websites as a sales and marketing tool.

This study is the first comprehensive attempt to evaluate the adoption rate of VR and other technologies enabling virtual site visits by using content analysis of US convention facility websites. Additionally, it is the first attempt to apply probability distributions to predict technology adoption in the convention industry context.

Google Cardboard has brought virtual reality experiences to anyone with a smartphone and low-cost glasses, the first ones provided by Google made of Cardboard!

Due to its extremely low cost, many applications are burgeoning the field, and the technology has created new opportunities for libraries in creating virtual immersive experiences for their users.

Low-cost virtual-reality cameras are coming on the scene too that will allow libraries to develop documentaries of community information, tours and educational/information experiences.

The references below, run the gamut of what Google Cardboard is all about, new applications, new viewers based on Google’s offerings and opportunities on the horizon. This is definitely a technology that is taking everyone by storm!

This article aims to better understand game-based learning teaching practices through an interview with Zack Gilbert, a 6th grade teacher who is incorporating video games Civilization IV (Civ) and Minecraft into his social studies classroom.

This article is based on an interview with Zack Gilbert, regarding his practices and ideas toward using video games to facilitate learning.

In this interview, he shared his journey exploring teaching practices and experiences applying Civ and Minecraft to social studies class, which may serve as an example for other teachers.

The pioneering and successful experiences of Zack Gilbert may offer an example or insights for other teachers who intend to incorporate video games into their classrooms.

Smart eyewear, such as augmented or virtual reality headset, allows the projection of virtual content through a display worn on the user’s head. This paper aims to present a mobile platform, named “CARTON”, which transforms a smartphone into smart eyewear, following a do-it-yourself (DIY) approach. This platform is composed of three main components: a blueprint to build the hardware prototype with very simple materials and regular tools; a software development kit (SDK) to help with the development of new applications (e.g. augmented reality app); and, finally, a second SDK (ControlWear) to interact with mobile applications through a Smartwatch.

User experiments were conducted, in which participants were asked to create, by themselves, the CARTON’s hardware part and perform usability tests with their own creation. A second round of experimentation was conducted to evaluate three different interaction modalities.

Qualitative user feedback and quantitative results prove that CARTON is functional and feasible to anyone, without specific skills. The results also showed that ControlWear had the most positive results, compared with the other interaction modalities, and that user interaction preference would vary depending on the task.

The authors describe a novel way to create a smart eyewear available for a wide audience around the world. By providing everything open-source and open-hardware, they intend to solve the reachability of technologies related to smart eyewear and aim to accelerate research around it.

This chapter presents innovative approaches to active learning that were introduced into the teaching of preservice teachers at the Faculty of Education of University of West Bohemia, Pilsen, in the Czech Republic. Over the last three years, the Technology-Enhanced Learning course has seen substantial innovations in both the content and use of teaching strategies designed to prepare the students for their professional lives. The whole update of the course was implemented using the results of action research – all individual changes were rigorously tracked and analyzed. The state of the art in the active learning domain in education of preservice teachers is presented in this chapter.

There is a description of the procedure to update the course, based on the reflections of teachers and feedback from students, gathered during action research. Detailed evaluations of particular methods of active learning that have been proven in teaching are provided.

Besides practical activities with tablets and smartphones, during which students familiarize themselves with various types of applications and reflect on their use in teaching, the course was extended by the use of practical aids for the efficient inclusion of mobile technologies for teaching – the Czech version of Allan Carrington’s Padagogy Wheel. This aid is derived from the revised Bloom’s taxonomy and SAMR model and helps the systematic reflection of preservice teachers when preparing for technology-enhanced teaching.

A significant part of the teaching consists of cooperative projects between preservice teachers and pupils of elementary schools – for example, the preservice teachers help elementary school pupils discover possibilities of virtual reality during Google Cardboard activities, or preservice teachers in teams with elementary school pupils create digital stories together on the topic of Internet safety.

The innovative approach to active teaching in the Technology-Enhanced Learning course is apparent even during the exam. In the course of the exam, students process, present, and defend a lesson plan for the implementation of an activity using digital technologies.

Throughout the learning, as well as at the end, preservice teachers are encouraged to reflect on the teaching in the Technology-Enhanced Learning subject.