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DANC 451 Ideas: Non-Profit Organizations
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  • Brainstorming of possible interview questions

    • What are some major influences that have made a difference throughout your life?
      • These influences may range from:
        • Family members/friends/animals
        • Mentors/teachers
        • Famous role models
        • Stories
        • Life-changing experiences (knowledge and wisdom gained)
        •  Educational lessons/literature, books, films, performing arts, music
        •  Use and discovery of certain technology
        •  Different environments and places they have lived
    • How have these influences shaped your personal character and important values in your life? How have these influences impacted your personal growth and sense of self-worth throughout the years?
    • What are your top three core values?
    • Many people cherish and preserve personal treasured artifacts because they hold meaningful stories, connect people, capture moments, and reflect the changes without their lives. Is there an artifact you own or cherish that holds personal meaning?  
      • Does this artifact have a story behind it or a remembrance of a fond memory? 
      • Does this artifact connect to a certain time period/stage in your life? (ex: time period of hardship, struggle, depression, anxiety, insecurity, discrimatination, persistence, transitions, faith, progress, growth, breakthroughs, transformations, discovery, passion, love, happiness, fulfillment, strong sense of worth)
      • Does this artifact symbolize an idea or value that’s important to you?
        •  Many cultural anthropologists use artifacts to uncover our world’s history, discoveries, ancestors, cultures, traditions, and other diverse factors that have shaped our environment today. I was wondering if we could showcase their artifact as a virtual/visual element in our installation. If someone moves their hand on the visual representation of the artifact, a sensor goes off and makes the words pop up that describe the meaning behind that artifact. When the user touches the word, a motion tracking sensor will go off that will highlight the word and read it out loud for the user. The user can expand the words (both visually and aurally) to break down the syllables and sounds of a word. If the user circles a word with their hand, a sensor will go off that will bring up a definition of that word and a visual aid that connects to that definition. The visual aid will help the user make instant connections between a word and it’s meaning. This will lead to an improvement in their learning by advancing their word retrieval, comprehension, and retention rate.
  • Simulation of dyslexia video

    Hi all,

    If we're looking to recreate the visuals of dyslexia in Isadora, here's a video that may be a good starting point.


  • Some concerns of VR technology in learning

    Deb, S., Carruth, D. W., Sween, R., Strawderman, L., & Garrison, T. M. (2017). Efficacy of virtual reality in pedestrian safety research. Applied Ergonomics, 65, 449–460. doi: 10.1016/j.apergo.2017.03.007 (

    This study uses VR to research pedestrian behavior when crossing the road and how mistakes in driving can result in car-pedestrian collisions. The interesting thing about this study is that it took note of an important possible side effect of using VR. The abstract mentions 11% of participants in the study got motion sickness and withdrew. This is important because the fact that not everyone will be able to handle VR, needs to be considered, before taking steps in that direction for any school. There were 26 total participants from Mississippi State University and their community in healthy condition, and four withdrew from motion sickness before the hour-and-fifteen-minute study concluded. For our project, we need to consider the possible side effects of using VR and how people will react to wearing it.

    Some general concerns of technology that we should consider when developing the structure of our project and providing a strong foundation of social impact.

    Boorstin, D., & Daniel J. Boorstin Collection (Library of Congress). (1974). Democracy and its discontents: Reflections on everyday america ([1st ed.] ed.). New York: Random House.

    In the chapter Technology and Democracy: Getting There Is All the Fun of Daniel Boorstin's book, he discussed the pressing issue of how technology has caused our society to experience attenuation or a flattened out view of the world that lacks true poignancy. The concept of poignancy is used to describe something of intense depth and concentration, where you absorb the feeling of the material. Boorstin is saying technology could be disconnecting us from the natural and realistic feel of the world around us. He believes that technology is weakening our society’s desire to socially interact with others. Boorstin called this kind of thought the decline of congregation. Boorstin mentions the consequence of this disconnection to others when he states, “But one of the prices paid was the decline of congregation being the drawing together of people where they could enjoy and react and respond to the reactions and feelings of their fellows.” This quote is explaining how our society is missing the importance of face to face bonding to help us thrive as humans. With the increase of momentum in creating technology, comes the risk of going too far and creating unstoppable danger.

    I wanted to play devil's advocate by including this article that has a negative perspective on our society’s use of technology. Our group needs to create a project that sets a strong foundation of social change through the use of technology and will prove these above statements wrong. With the use of technology, art, and movement, our class will hopefully create a project that will help bring communities closer together, improve physical and mental well-being, and break down barriers that restrict meaningful interaction, understanding, and empathy for one another.

  • VR escape room

    VR escape room-

    This article discusses the idea of creating a VR escape room. I am wondering about the possibility of creating a VR escape room game that focuses on important academic foundations in advancing reading, writing, history, and math skills. For dyslexia students, this would be a fun and active way for them to move around, pick up and open virtual objects, to hear realistic sounds through 360 audio in their headphones, and to enjoy the achievement of having escaped the room after successfully mastering a skill. The game would include multiple escape rooms that would focus on different academic subjects.

    Many students that are struggling with dyslexia may not have the proper motivation and teaching approach to improve in these challenging academic areas. When they don’t understand the material right away, they may start feeling like a failure compared to the other students in their classroom. When a student feels this way, they tend to develop a fixed mindset that they will never be capable of mastering the skill, so they give up. These students tend to experience low self-esteem, which can manifest into more serious issues of depression, stress, and anxiety related conditions. Some students with dyslexia are bullied by other peers and adult figures that don’t understand their learning disability who won’t empathize with the hardships they are facing on a daily basis. THIS NEEDS TO CHANGE!! I would like to help develop an interactive virtual reality game to allow students to learn material at their own pace without being judged by other students.

    I want this game to be fun and take some of the pressure off the student, who already feels enough stress from the long classroom hours sitting still at their desk. As someone with dyslexia myself, I need to constantly move around and apply material in a realistic context to fully understand the subject. The element of movement and multisensory approaches will be the focus when developing the structure of this game. The goal of this game is to help students build confidence and personal autonomy in their academic abilities, to help them see that trial and error is a part of the learning process, to develop a growth mindset, and to gain a personal and meaningful connection to the academic material.

  • Teaching empathy through interactive virtual simulations

    UW student virtual reality projects demonstrate empathy, education, entertainment use cases

    When I discovered this project, I was enlightened by the way the students at the University of Washington used virtual and augmented reality technology to help people understand important social issues from someone else’s point of view. This learning approach is teaching empathy and sympathy through interactive virtual simulations on the daily life of someone with a physical disability. The Wheelchair VR Project helps people gain a sense of what it feels like to operate a wheelchair, while trying to move through tight spaces, small bathrooms, and small elevators. They created this VR simulation with a Acer headset and LeapMotion tracking technology, as well as the attachment of bike tires to their chairs.

    This project reminded me of our class's empathy/embodiment exercise where we used movement to help our partner embody certain emotions associated with our personal health struggles. Our partner was asked to mimic our body movements as we told the story. When my partner stood on one leg and tilted forward, I felt anxious and unbalanced as I mimicked her movements. I started to have a clearer picture of her health journey by feeling the sensory response of each movement and the physical reaction to that experience. I would love to help create a virtual reality simulation that would help others gain an understanding of the different physical and mental health issues that people of different generations and backgrounds face on a daily basis.


  • VR game that combines movement, sound, and color

    I like the general elements of this game because it reminds me of the way we applied movement in class to make certain musical sounds as we lifted one of our arms. I would like to develop a project that uses this technology to track a student’s hand movement as they use their arms in a swipe-like motion while pronouncing words. The computer will follow the student’s arm as they swipe it across the screen, and then the computer will pronounce the sounds of the word as the movement is occurring.

  • Research articles on the benefits of interactive visual aid technologies

    1. Hwang, G.-J., Chang, S.-C., Chen, P.-Y., & Chen, X.-Y. (2017). Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Educational Technology Research and Development, 66(2), 451–474. doi: 10.1007/s11423-017-9567-5


    This article provided an overview of combining technology and education, then focused on one study. Fourth grade students were divided into two groups. During a field trip, one group used an AR-based learning system while the other used a conventional question/feedback system. In post-tests about knowledge gains, the conventional-approach group scored 49.3%, while the AR group scored 63.9%. This article was a tremendous find because it tested AR technology in an educational setting and discovered a significant positive effect, answering my question about if and how AR affects learning.

    2. Study on how VR Learning compares to other styles of learning.

    ( 329292469_Learning_in_virtual_reality_Effects_on_performance_emotion_and_engagement)

    This study takes place at the University of Warwick, Coventry, UK, and it includes 99 participants who are split into three categories -- textbook, VR and video learning. All three categories taught the exact same material. Researchers tested participants on knowledge over the material before and after learning took place; researchers also inquired about positive and negative emotions. Researchers found that participants using VR to learn were able to remember things better, and reported a rise in positive emotions, post-test. Those who were placed in textbook and video style learning reported to be less happy post learning.

    3. Interactive Visual Aids in Kindergarten Math: Goodwin, K. (2008). The impact of interactive multimedia on kindergarten students’ representations of fractions. Issues in Educational Research, 18(2), 103. 

    Interactive visual aids can provide more lucid representations of concepts taught in schools. These tools can help students by providing them with already imposed representations and an opportunity to generate their own. The study was conducted over a 12-week period with two classes all teaching fractions to kindergarteners; however, one class was with and one was without interactive whiteboards, digital learning objects and interactive CDs. The class without, acted as the comparison group. They taught using the existing mathematics program—with static representations of fractions, through the completion of text-book exercises. According to their results, the authors of this study saw that the majority of students with interactive visual aids displayed proficiency in areas of mathematics not expected in kindergarten.

  • Article about VR and pain

    I came across this article about VR and pain. Thought it might be an interesting read as well as an important understanding about the way that VR can really trick the brain into thinking its in a different location under new conditions.

  • An idea to wear our hearts on our sleeves

    Hi all, 

    Our work in the FAB Lab has got me thinking about how technology could help us showcase individual interactions between people. 

    We've experimented with a "purring" effect and we've discussed the beauty of touch resulting in patterned lights turning on and off.

    I wonder if it's possible to build an article of clothing/tech to show our heart beat.  For example, if our heartrate increases, the lights flash on and off faster.  If our heart decreases, the flashing slows down.  In this sense, we could wear our heart (beat) on our sleeve. 

    Here's a project that captures a similar idea.


  • VR painting and VR headsets

    Class video posted, and VR tools and experiences I've looked into and had this week.

  • Additional Ideas for Reading Group

    I wonder if there would be a good way to allow for speach to come into the VR experience. We have talked about many different ways of having a sound produced but if there could be a type of speech to text aspect. Not sure how it would be done but might be worth looking into.

  • Painting in VR and AR

    During our discussion regarding the UNCC art project, I thought of this video.

  • Thoughts on the Reading Group

    It appears as if we have quite a few wonderful ideas! 

    In combining a few ideas, I think adding a text-to-speech component to the VR experience will help address issues with spelling may play to the strengths of students with dyslexia. 

    I'm also intrigued by the teaching methods used in the classroom.  It appears as if physical movement provides a positive impact on memory.  Perhaps the VR experience could capture and incorporate body movement into the lessons.  For example, a word/sentence is highlighted and read aloud.  However, for the user to advance to the next word/sentence they must draw circles around certain sounds or move in a certain way.  Essentially, movement is required for advancement in the lesson.  

  • The Reading Group Ideas

    • When looking at the use of technology for supporting dyslexic students, I love the idea of having children use VR technology to draw each letter and learn sounds. It would provide students with a multiple sensory approach that would help increase their levels of dopamine. This approach would help showcase their creative talents through drawing letters/numbers with bright colors, symbols, and fonts.  Many students with dyslexia also have ADHD, so they need a learning method that allows them to move around while retaining their attention. 


    • I think that providing students with affordable text-to-speech software is essential in the classroom setting. I wasn’t aware of this kind of software until college. If I had previously received this support system when I was younger, I believe that this might have personally helped me.


    • I have looked into hand-reading pens that allow students to scan paragraphs of their textbook that reads it back to them. These devices are priced around $250-$300, which are not a reasonable option for many schools/families. I was thinking about the creation of a pen that would help students sound out syllables.
  • Ideas for Dyslexia Project

    #1: Design a phonetics training program with several features. Students can drag syllables to make words, and when they drag one syllable to the program, the program will pronounce the syllable to them;  The program will also present syllables and words to the students, and the students need to pronounce the words and sentences, and the system will give them feedback.

    #2: When a word is presented to the student, ask them to use their body or drawings to represent the meaning of the word. I believe it will help with the encoding and decoding of the word. 

    #3: Design a motion-sensing game where the students need to write words using their hands in the air, and the game will provide visual stimuli and positive feedback. 

  • Ideas: The Reading Group Follow-Up

    Below are some general ideas that came up for me following the meeting with the reading group.

    1. Create a proofreading program that actively and clearly fixes mistakes in writing. The way to fix errors would be to click on the highlighted areas. After clicking on these areas, the program then corrects it (showing the flipping of a "b" to a "d") and provides explanation.

    2. Phonics training application. Similar to how musicians have apps that train their ear in relation to pitches that are either flat or sharp. 

    3. Application that slowly reads words highlighted in a text. Option to sound out words and gradually increase the pace allowing the word to be said fluently. 

    4. Connect the dots digitally (letter tracing). On a mobile device/tablet where learner can trace letters with their fingers. 

  • Websites that address (Arts) Technology and Dyslexia

    There are many websites that address assistive technologies for dyslexia. Very few are "Arts Technology" though. Here are a few of those many that might spark some interest for us.


  • What a session in DANC 451 with the Reading Group!

    This post is leading off our posting of ideas for projects that were stimulated and inspired by our session on Jan 28 with Nancy, Mary, and Jean from The Reading Group.