Ioannis Kazanidis

This hands-on workshop proposal aims to introduce participants to the exciting world of immersion technologies and to highlight their educational use. Through reference to virtual and augmented reality and the presentation of good practices, participants will become familiar with the applications of immersive technologies and their creative use in teaching and learning practices. The workshop will initially offer hands-on training in ARTutor, a free augmented reality software developed at the Advanced Educational Technologies and Mobile Applications (AETMA) Research Lab of the Democritus University of Thrace in Greece. ARTutor is freely available to educators of all educational levels to create teaching materials that address the needs of their students. It is globally available as its authoring tool has already been translated into 10 languages. The international workshop participants will have the opportunity to explore the potential of the technology in practice. Upon completion of the workshop, the participants will be invited to the IMT Virtual Reality Space to explore the affordances of immersive learning in Higher Education, interact with the immersive content, and discuss the usefulness of the technologies explored in alignment with their pedagogical implications.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social interaction, communication, and emotional regulation, often requiring specialized educational approaches. Traditional teaching methods may not meet the needs of children with ASD, while visual and interactive formats tend to be more effective. This study examines the use of a virtual reality (VR) visual novel incorporating social stories to support social–emotional learning in children with Level 1 ASD. The intervention used an interactive, choice-based VR environment simulating everyday social situations. Four primary school students participated in a one-week case study, during which they engaged with the VR prototype. Teachers observed the students and provided feedback through questionnaires and interviews. Results showed high engagement with observable social communication behaviors and emotional responses in one participant but no consistent short-term changes across the group. All teachers expressed positive views, noting the tool’s visual clarity, ease of use, and alignment with ASD learners’ needs. Usability challenges were minimal but included pacing delays and difficulties managing impulsive behavior. Although limited by sample size and short duration, the findings indicate that VR visual novels are a promising and acceptable approach for practicing social–emotional skills in inclusive classrooms. Further research is needed to evaluate long-term effects and enhance adaptability.