With the fast evolving advances in technology to create immersive learner experiences in Virtual Reality (VR), there are significant opportunities for developing immersive and engaging VR Learning Environments (VRLEs) to train neurodiverse individuals. Integrating Pedagogical Agents (PAs) in these VRLEs has the potential for supporting neurodiverse learners by providing personalized, adaptive guidance tailored to their unique needs. However, a key challenge lies in ensuring the PAs can adapt effectively to the diverse circumstances of the learners. In this paper, we present a novel VRLE viz., uSucceed that leverages a Reinforcement Learning (RL)-driven PA to provide adaptive, personalized support to enhance the training experiences by tailoring the VRLE to the needs of neurodiverse learners. By designing the RL-driven PA algorithm to use Deep Q-Network, we study its capability in guiding the actions of the student in an ongoing learning basis. Simulation experiment results of the speed, accuracy and efficiency of the RL-driven PA in a VRLE demonstrate the benefits of our approach. These results build a strong base for future dynamic VRLE research that can be programmed to adapt based on the learners' experience.

Computer vision (CV) is a subset of artificial intelligence (AI) that focuses on enabling computers to detect and understand objects from visual stimuli and multimedia. With advances in computational power and open-source libraries, more educators and instructional designers are seeking to capitalize on the perceived benefits of CV. This work-in-progress paper reports the CV approach our research team has developed to explore the usage patterns of neurodiverse learners within a 360-degree spherical video-based virtual reality system.

Serious games are a unique subset of immersive learning environments that combine elements of pedagogical strategies, embedded content, and game elements to provide players with opportunities to engage in playful opportunities that are ‘serious’ in nature. Although serious games have been explored in the literature, little exists to chronicle how commercially available serious games have impacted the learning experiences of gamers. This Doctoral Colloquium paper describes an ongoing study that seeks to explore the lived experiences of those who have played the commercially available serious game Spiritfarer. Research will explore educational impacts, emotional responses, and changes in attitude towards death.

The gradual shift to online modes of learning has been greatly observed, further accelerated due to the pandemic. As a result of this ongoing shift, understanding how students and instructors engage within online learning environments has emerged as a timely and important topic of investigation. Most prior research on student engagement relies heavily on self-report data, which poses several methodological and conceptual issues. Moreover, most studies on student engagement are conducted in an artificial lab setting which is far removed from the challenges encountered in real-world classrooms. Given these limitations, the proposed project, outlined in this Doctoral Colloquium paper, aims to integrate the use of an immersive virtual reality classroom environment and behavioral, eye gaze, and EEG data to investigate the engagement and learning of undergraduate students.

The aims of this systematic literature review were to uncover, analyze, and present design characteristics of virtual reality (VR) systems that have been designed as training tools for individuals with autism. Specifically, this review sought to (1) assess points of convergence and divergence in how researchers define VR, (2) extrapolate individual components of VR systems, and (3) systematically extract how design factors are instantiated in these VR projects. A systematic review was conducted to approach these goals that followed the Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) standards to provide methodological and reporting quality. English language papers published in peer-reviewed academic journals after 1995 were included. Databases searched for this systematic review were Web of Science, PubMed, Scopus, IEEE Xplore, ERIC, and Google Scholar. Searches were conducted in March, 2020. A total of 82 articles was analyzed which were organized by project, resulting in a total of 49 records. Findings from this literature review suggest inconsistencies in how VR is being conceptualized which has implications on how purported benefits of VR technologies may be designed for and greatly impact the possibilities for learner interactions and how benefits can be realized. Open Science Foundation registration:osf.io/5asyg.