Enhancing Accessibility in Multi-Learner Virtual Reality Platform

Purpose: This study aims to investigate and propose guidelines to enhance the accessibility of virtual reality (VR) interfaces for all users within professional learning environments. Motivated by a lack of comprehensive accessibility guidelines for VR learning, the study delves into a case study of Edstutia's VR campus. Design/methodology/approach: This case study examines the intersection of VR platform development and learning experience design through the lens of accessibility in human-computer interaction. It elaborates on how user experience feedback from differently-abled learners who were unable to fully participate in the VR experience due to disability shaped the 2.0 version development of a VR platform. Findings: The outcomes of this case study are (1) a description of an inclusive and empathetic design application to increase multi-learner VR platform accessibility; (2) a sample actionable path from a design/development perspective in ensuring the accessibility design of a VR learning platform; and (3) recommendations to facilitate the design process. Research limitations/implications: This case is a foundation for further research on improving accessibility in VR. In future work on VR campuses, we recommend scholars undertake research with an inclusive approach that actively involves users with different abilities in shaping guidelines, particularly on how individuals with different abilities should be approached for their input during the design and development process in a sensitive manner. Practical implications: The authors summarize the steps taken to enhance the accessible interplay between the end users and the interface of VR technology in the emergence of VR accessibility standards. Central to this case's exploration is the integration of accessibility as a pivotal element into an academic VR campus, i.e. multilearner education platform. Social implications: Increasing access to VR has strong social implications in a world where 17% of people report a disability. Originality/value: This case contributes to the limited research available on increasing access to VR on campuses.