ABSTRACT
In the previous edition, we presented a structured approach to the design, development, and evaluation of virtual environments (VEs) used for learning or, as we called them, virtual learning environments (VLEs*), with close liaison with the representative users and professionals at all stages of development to ensure adequate design of VEs to support learning. This approach had been developed
42.1 Introduction ........................................................................................................................ 1075 42.2 VEs for Special Educational Needs .................................................................................... 1076 42.3 Design and Development of VEs for Learning .................................................................. 1077
42.3.1 Speci˜cation Phase ................................................................................................. 1079 42.3.1.1 Initial Contact with Schools/Organizations ............................................. 1079 42.3.1.2 VR Familiarization .................................................................................. 1080 42.3.1.3 Concept Generation ................................................................................. 1080 42.3.1.4 Selection and Prioritization of Ideas ........................................................ 1080
42.3.2 VE Development Phase .......................................................................................... 1081 42.3.3 Formative Evaluation .............................................................................................. 1082 42.3.4 Outcomes: Summative Evaluation and Deployment .............................................. 1083
42.4 Inclusive Design Toolbox for VLE Development ............................................................... 1084 42.5 Case Example: COSPATIAL .............................................................................................. 1084
42.5.1 Initial Contact with Schools/Organizations ............................................................ 1085 42.5.2 VR Familiarization ................................................................................................. 1087 42.5.3 Concept Generation ................................................................................................ 1087 42.5.4 Selection and Prioritization of Ideas ....................................................................... 1088 42.5.5 VE Design and Development .................................................................................. 1089 42.5.6 Formative Review and Evaluation .......................................................................... 1095 42.5.7 Outcomes ................................................................................................................ 1095
42.6 Involvement of End Users ................................................................................................... 1097 42.7 Discussion ............................................................................................................................1101 42.8 Conclusions ......................................................................................................................... 1103 Acknowledgments ........................................................................................................................ 1104 References .................................................................................................................................... 1104
through a series of case studies in which we established a framework for planning and designing VE construction (the VEDS framework, see Eastgate, Wilson, & D’Cruz, 2014, Chapter 15) and a procedure for the involvement of schools, teachers, and pupils in the design and development of VEs for learning (Brown, Standen, & Cobb, 1998; Neale, Brown, Cobb, & Wilson, 1999). This approach is still applicable and has been used successfully in further projects. However, we have also learned the need to be ªexible and adaptable so that we can facilitate the involvement of a broader, and more diverse, design team. This is particularly important as, since the last edition, there has been a much wider application of VEs for learning in a variety of contexts, and our research group has focused more on special educational needs (SEN). We have extended our design methods to facilitate enduser (children with SEN) involvement in participatory design activities. This chapter provides an update to the previous edition and will show how different stakeholders contribute to the design and evaluation of VEs for SEN using a case example from the COSPATIAL project.
