ABSTRACT

The purpose of this study was to explore the impact of an immersive learning (IL) course in which university students planned, developed, and implemented a 2-week day camp for children with disabilities. To assess perceptions and associated dispositional constructs, university students completed reflection activities before, during, and post camp (immediate, and 3 years after). The results indicate perceptions were impacted both during the IL course and across several timepoints after the completion of course. Comfort interacting with people with disabilities was the primary construct maintained 3-years after the camp, and results indicate the camp experience impacted career choices. Implications and areas for future research are discussed.

摘要

本研究的目的是探讨沉浸式学习 (IL) 课程的影响，在该课程中，大学生为残疾儿童规划、开发和实施为期 2 周的日间夏令营。为了评估看法和相关的性格结构，大学生在夏令营之前、期间和之后（即刻和三年后）完成了反思活动。结果表明，在 IL 课程期间以及课程完成后的几个时间点，认知都受到影响。与残疾人互动的舒适度是训练营三年后维持的主要结构，结果表明训练营经历影响了职业选择。讨论了未来研究的意义和领域。