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. |
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| 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] |
| Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193330735 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inclusive Virtual Worlds for Differentiating Programming Language Syntax: An Action Research Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Muñoz%2C+Martín+Joaquín+Aguilar%22">Muñoz, Martín Joaquín Aguilar</searchLink><relatesTo>1</relatesTo><i> maguilar10@alumnos.uaq.mx</i><br /><searchLink fieldCode="AR" term="%22Rueda%2C+Christian+Jonathan+Ángel%22">Rueda, Christian Jonathan Ángel</searchLink><relatesTo>2</relatesTo><i> cangel@upsrj.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Escudero-Nahón%2C+Alexandro%22">Escudero-Nahón, Alexandro</searchLink><relatesTo>1</relatesTo><i> alexandro.escudero@uaq.mx</i><br /><searchLink fieldCode="AR" term="%22Magdaleno%2C+Sandra+Luz+Canchola%22">Magdaleno, Sandra Luz Canchola</searchLink><relatesTo>1</relatesTo><i> sandra.canchola@uaq.mx</i><br /><searchLink fieldCode="AR" term="%22Espriú%2C+Francisco+Antonio+Torres%22">Espriú, Francisco Antonio Torres</searchLink><relatesTo>3</relatesTo><i> francisco.torres@itson.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Chaparro-Sánchez%2C+Ricardo%22">Chaparro-Sánchez, Ricardo</searchLink><relatesTo>1</relatesTo><i> rchapa@uaq.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2026, Vol. 21 Issue 2, p30-43. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Deaf+students%22">Deaf students</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Sign+language%22">Sign language</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax+in+programming+languages%22">Syntax in programming languages</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+virtual+environments%22">Shared virtual environments</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijet.v21i02.61361 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 30 Subjects: – SubjectFull: Deaf students Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Action research Type: general – SubjectFull: Sign language Type: general – SubjectFull: Syntax in programming languages Type: general – SubjectFull: Shared virtual environments Type: general – SubjectFull: Virtual reality Type: general – SubjectFull: Mexico Type: general Titles: – TitleFull: Inclusive Virtual Worlds for Differentiating Programming Language Syntax: An Action Research Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Muñoz, Martín Joaquín Aguilar – PersonEntity: Name: NameFull: Rueda, Christian Jonathan Ángel – PersonEntity: Name: NameFull: Escudero-Nahón, Alexandro – PersonEntity: Name: NameFull: Magdaleno, Sandra Luz Canchola – PersonEntity: Name: NameFull: Espriú, Francisco Antonio Torres – PersonEntity: Name: NameFull: Chaparro-Sánchez, Ricardo IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18630383 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Emerging Technologies in Learning Type: main |
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