Enhancing Accessibility with Informed VR and AR Authoring for Hybrid Geometry Learning

Andrej Ferko, Zuzana Berger Haladová, Martina Bátorová

Abstract: We use educational VR and AR solutions in hybrid learning and authoring and present several approaches for teachers enabling them to better engage their students in the educational process. We propose ideas for working with students with attention difficulties and multiple means to intentionally hold their attention. Methodological suggestions are provided for teachers helping them to improve their lectures and thinking in terms of rhetoric and semiotics.