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Disability Anti-Discrimination Laws in Higher Education's Metaverse
Disability Anti-Discrimination Laws in Higher Education's Metaverse
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151458
- ISBN
- 9798383162897
- DDC
- 379
- 서명/저자
- Disability Anti-Discrimination Laws in Higher Educations Metaverse
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 165 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Decker, Janet.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약This study employs legal research methods to explore how federal protections for individuals with disabilities apply in the context of postsecondary extended reality (XR) learning, such as for classes taught in virtual reality. Other examples include the use of 360 degree, interactive videos in online courses and activities that leverage digital, augmented-reality based overlays or objects explored through mobile device cameras. While such initiatives can largely be considered an extension of online learning, the addition of a third dimension to digital learning environments enables far more complex design opportunities. These opportunities can create unique expectations for visual, auditory, and kinesthetic participation. Assistive technologies and specific technical standards used in the development of XR content, meanwhile, are in a state of relative infancy when compared with similar resources and supports available for traditional online learning environments.Nevertheless, courts and enforcement agencies have consistently interpreted the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, which broadly prohibit discrimination on the basis of disability, as applicable to emerging technologies even in the absence of more explicit regulations or guidance. As institutions of higher education seek to adopt XR technologies, insights concerning the past (and likely future) application of disability anti-discrimination laws can be valuable for both mitigating legal risk and adopting a more inclusive XR implementation strategy. To these ends, this study employs doctrinal legal research methods to analyze applicable federal statutes, regulations, court opinions, and enforcement actions before providing recommendations for higher education leaders, instructors, designers, and policymakers. Ultimately, the purpose of this research is to assist those who are navigating XR accessibility and accommodation issues in their respective roles.
- 일반주제명
- Education policy
- 일반주제명
- Higher education
- 일반주제명
- Educational technology
- 일반주제명
- Disability studies
- 키워드
- Accessibility
- 키워드
- Extended reality
- 키워드
- Virtual reality
- 키워드
- Online learning
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151458
■006m o d
■007cr#unu||||||||
■020 ▼a9798383162897
■035 ▼a(MiAaPQ)AAI31297377
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aLaFosse, Richard.
■24510▼aDisability Anti-Discrimination Laws in Higher Education's Metaverse
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a165 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Decker, Janet.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aThis study employs legal research methods to explore how federal protections for individuals with disabilities apply in the context of postsecondary extended reality (XR) learning, such as for classes taught in virtual reality. Other examples include the use of 360 degree, interactive videos in online courses and activities that leverage digital, augmented-reality based overlays or objects explored through mobile device cameras. While such initiatives can largely be considered an extension of online learning, the addition of a third dimension to digital learning environments enables far more complex design opportunities. These opportunities can create unique expectations for visual, auditory, and kinesthetic participation. Assistive technologies and specific technical standards used in the development of XR content, meanwhile, are in a state of relative infancy when compared with similar resources and supports available for traditional online learning environments.Nevertheless, courts and enforcement agencies have consistently interpreted the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, which broadly prohibit discrimination on the basis of disability, as applicable to emerging technologies even in the absence of more explicit regulations or guidance. As institutions of higher education seek to adopt XR technologies, insights concerning the past (and likely future) application of disability anti-discrimination laws can be valuable for both mitigating legal risk and adopting a more inclusive XR implementation strategy. To these ends, this study employs doctrinal legal research methods to analyze applicable federal statutes, regulations, court opinions, and enforcement actions before providing recommendations for higher education leaders, instructors, designers, and policymakers. Ultimately, the purpose of this research is to assist those who are navigating XR accessibility and accommodation issues in their respective roles.
■590 ▼aSchool code: 0093.
■650 4▼aEducation policy
■650 4▼aHigher education
■650 4▼aEducational technology
■650 4▼aDisability studies
■653 ▼aAccessibility
■653 ▼aAmericans with Disabilities Act
■653 ▼aExtended reality
■653 ▼aVirtual reality
■653 ▼aOnline learning
■690 ▼a0458
■690 ▼a0201
■690 ▼a0745
■690 ▼a0710
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161885▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
