Date

5-23-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jerry Woodbridge

Keywords

academic learning disability student, extended reality (XR), augmented reality (AR), virtual reality (VR), cognitive load, self-efficacy, social-interactive, self-regulated learning

Disciplines

Education

Abstract

The purpose of this phenomenological hermeneutic study was to discover the learning experience of augmented reality or virtual reality and extended reality technology for current and former paramedic academic students with learning disabilities in a regional Mid-Atlantic paramedic program located in the rural, mountainous Appalachian region. The theories guiding this study were Sweller’s cognitive load and Bandura’s social cognitive theory. The central research question was: What are the lived experiences of paramedic academic students with learning disabilities (LDs) using XR (AR/VR) technology as a pedagogical learning tool? The sample of 12 research participants consisted of LD students who identified as having an LD and utilized XR (AR/VR) technology in paramedic education. Qualitative research inquiry methods of one-on-one interviews, letter writing, and expressive photos/images were adopted for data collection. A hermeneutic content analysis (HCA) was employed to engage in the hermeneutic loop until no new information emerged during the analysis process. Research findings brought four primary themes: cognitive retention, confidence booster, realistic learning and time management and six sub-themes socially interactive learning, fear of failure, leadership development, visual learning and application learning. XR(AR/VR) can be a useful pedagogical tool in inclusive paramedic education and can meet the learning needs of the paramedic academic students with learning disabilities.

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