Art gamification (and digital/media arts) for special school: New thinking shifts for inclusive metaverse’s engineering

Diego Bernaschina

Article ID: 2274
Vol 5, Issue 1, 2024
DOI: https://doi.org/10.54517/m.v5i1.2274
VIEWS - 273 (Abstract)

Abstract

The paper briefly describes the incorporation of several complementary subjects of art, technology, digital, and media to support the implementation of educational accessibility. The general goal is to promote the accessible metaverse for special schools related to the participation of students with different types of disability, assuming the motivation of digital/media arts activities in various interactive tools. This methodology was carried out in a documentary review to investigate the different elements of the virtual world through a metaverse analysis and new interactive tools such as school gamification. The key steps include investigating accessibility needs, creating interactive media, providing training, implementing virtual reality, and promoting social interaction; however, there are ten pillars to highlight the potential of metaverse engineering for inclusive learning in special schools, fostering creativity and collaboration while ensuring accessibility. In conclusion, metaverse educational accessibility in special schools for digital/media arts enables progress and learning through interactive tools, promoting social interaction and inclusion.


Keywords

media arts; art education; educational technology; inclusive school; student; teacher; metaverse engineering; theory

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