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Inclusive Virtual Worlds for Differentiating Programming Language Syntax: An Action Research Approach.

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Title: Inclusive Virtual Worlds for Differentiating Programming Language Syntax: An Action Research Approach.
Authors: Muñoz, Martín Joaquín Aguilar1 maguilar10@alumnos.uaq.mx, Rueda, Christian Jonathan Ángel2 cangel@upsrj.edu.mx, Escudero-Nahón, Alexandro1 alexandro.escudero@uaq.mx, Magdaleno, Sandra Luz Canchola1 sandra.canchola@uaq.mx, Espriú, Francisco Antonio Torres3 francisco.torres@itson.edu.mx, Chaparro-Sánchez, Ricardo1 rchapa@uaq.mx
Source: International Journal of Emerging Technologies in Learning. 2026, Vol. 21 Issue 2, p30-43. 14p.
Subject Terms: *Deaf students, *Inclusive education, *Individualized instruction, *Action research, *Sign language, Syntax in programming languages, Shared virtual environments, Virtual reality
Geographic Terms: Mexico
Abstract: Teaching programming language syntax across multiple languages presents a significant cognitive challenge for undergraduate students, compounded by the absence of inclusive pedagogical strategies for deaf learners. Reported here is an action research study conducted at Universidad Politécnica de Santa Rosa Jáuregui (UPSRJ), Querétaro, México, in which a didactic strategy mediated by an inclusive virtual world was co-designed and implemented with programming instructors and students at the TRAMVET Laboratory. Developed on the Sansar platform, the virtual environment integrates Mexican Sign Language (LSM) representations through three-dimensional avatar animations, Universal Design for Learning principles in spatial and iconographic organization, and an immersive syntax-differentiation activity that provides immediate visual feedback. Grounded in the sociocritical paradigm and action research methodology, the investigation followed iterative cycles of diagnosis, planning, action, observation, and reflection. Combining multimodal affordances of 3D immersive digital environments with deliberately inclusive spatial design strengthens students' capacity to distinguish syntactic structures across Python, Java, C, and JavaScript, while simultaneously reducing communicative barriers for deaf participants. Contributing an empirically grounded didactic model, this paper identifies design principles transferable to comparable institutional contexts. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Teaching programming language syntax across multiple languages presents a significant cognitive challenge for undergraduate students, compounded by the absence of inclusive pedagogical strategies for deaf learners. Reported here is an action research study conducted at Universidad Politécnica de Santa Rosa Jáuregui (UPSRJ), Querétaro, México, in which a didactic strategy mediated by an inclusive virtual world was co-designed and implemented with programming instructors and students at the TRAMVET Laboratory. Developed on the Sansar platform, the virtual environment integrates Mexican Sign Language (LSM) representations through three-dimensional avatar animations, Universal Design for Learning principles in spatial and iconographic organization, and an immersive syntax-differentiation activity that provides immediate visual feedback. Grounded in the sociocritical paradigm and action research methodology, the investigation followed iterative cycles of diagnosis, planning, action, observation, and reflection. Combining multimodal affordances of 3D immersive digital environments with deliberately inclusive spatial design strengthens students' capacity to distinguish syntactic structures across Python, Java, C, and JavaScript, while simultaneously reducing communicative barriers for deaf participants. Contributing an empirically grounded didactic model, this paper identifies design principles transferable to comparable institutional contexts. [ABSTRACT FROM AUTHOR]
ISSN:18630383
DOI:10.3991/ijet.v21i02.61361