Designing for inclusiveness in education projects: the case of the European University of Technology’s XR Team
Date Issued
October 2021
Abstract
This paper will present the case of the XR project team within the European University of
Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual
reality (VR) approach to help students and staff overcome language and cultural barriers in
international mobility. The aim of the project ultimately is to enhance the experience of physical
student mobility and to ensure international opportunities for students are more inclusive. As
research on the problem is still in progress, the team found themselves constructing their own
understanding of designing for inclusiveness in the project. This paper presents the case through
a qualitative case study methodology involving reflective journals of project participants,
a focus group discussion and documentary analysis connected to the project. The findings
from the study show how the understanding of ‘inclusiveness’ is constructed through social
interactions and consequently how designing for inclusiveness in digital projects in education
is a journey influenced by evolving meanings. Our study makes important contributions to the
students with disability literature and technology in education literature.
Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual
reality (VR) approach to help students and staff overcome language and cultural barriers in
international mobility. The aim of the project ultimately is to enhance the experience of physical
student mobility and to ensure international opportunities for students are more inclusive. As
research on the problem is still in progress, the team found themselves constructing their own
understanding of designing for inclusiveness in the project. This paper presents the case through
a qualitative case study methodology involving reflective journals of project participants,
a focus group discussion and documentary analysis connected to the project. The findings
from the study show how the understanding of ‘inclusiveness’ is constructed through social
interactions and consequently how designing for inclusiveness in digital projects in education
is a journey influenced by evolving meanings. Our study makes important contributions to the
students with disability literature and technology in education literature.
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