Ethics in Virtual Educational Environments (Vres): Designers Perceptions
Location
DeSantis Room 1049
Format Type
Plenary
Format Type
Paper
Start Date
17-1-2020 3:30 PM
End Date
17-1-2020 3:50 PM
Abstract
Abstract: Though much has been written regarding benefits of virtual immersive environments (VRE) in education in the past, the subject of ethics was not a focus in instructional technological design. However, developers are expressing ethical concerns regarding various issues in virtual reality and augmented reality (AR/VR) products with current interest in holding accountability for ethical design and use of VR/AR products in virtual environments (VREs). Within the field of education, more research is needed to determine how VR/AR designers make decisions regarding ethics, and particularly when integrating media into learning content. The purpose of the qualitative narrative inquiry study was to interview designers/developers of VR/AR products regarding their perceptions of ethics in design and use of VR/AR products designed for educational purposes. Data collection is achieved through a sample of self-described instructional designers and programmers from Association for Educational Communications and Technology (AECT) membership. Through qualitative narrative inquiry with one-on-one interviews, designers share their stories about their perceptions of ethics in the design and development of VR/AR products for educational purpose. Findings from the study can give in-depth understanding of the importance of ethics in developing VR/AR products, as well as shed Insight into how educational communities implemented ethical decision making in educational endeavors.
Keywords
ethics virtual and augmented reality in education, virtual educational environment (VRE), student-centered, AR/VR designers/developers, VR accountability
Ethics in Virtual Educational Environments (Vres): Designers Perceptions
DeSantis Room 1049
Abstract: Though much has been written regarding benefits of virtual immersive environments (VRE) in education in the past, the subject of ethics was not a focus in instructional technological design. However, developers are expressing ethical concerns regarding various issues in virtual reality and augmented reality (AR/VR) products with current interest in holding accountability for ethical design and use of VR/AR products in virtual environments (VREs). Within the field of education, more research is needed to determine how VR/AR designers make decisions regarding ethics, and particularly when integrating media into learning content. The purpose of the qualitative narrative inquiry study was to interview designers/developers of VR/AR products regarding their perceptions of ethics in design and use of VR/AR products designed for educational purposes. Data collection is achieved through a sample of self-described instructional designers and programmers from Association for Educational Communications and Technology (AECT) membership. Through qualitative narrative inquiry with one-on-one interviews, designers share their stories about their perceptions of ethics in the design and development of VR/AR products for educational purpose. Findings from the study can give in-depth understanding of the importance of ethics in developing VR/AR products, as well as shed Insight into how educational communities implemented ethical decision making in educational endeavors.
Comments
To omit any confusion, this article, using qualitative narrative inquiry to interview VR designers and developers and their perceptions of ethical issues in virtual design and development of educational products, is totally different from an article submitted earlier that was accepted for TQR targeting perceptions of educators who would use the VR products..
Thank you for your consideration of this article of timely importance.