This study explores how 3D audio and visual accessibility features enhance user guidance in XR whiteboards for individuals with visual impairments. Using, empirical testing assessed usability and accessibility. A participatory design approach informed the prototype development of “UniNotesXR”, a spatial XR whiteboard with 3D audio earcons, incorporating assistive tools like text, zoom, and contrast settings. The concept was evaluated with a usability test, interviews, and standardized questionnaires (UEQ, NASA-TLX). Results show that spatial audio cues combined with customizable visual aids improve orientation and interaction, reducing key barriers. However, challenges remain, including the cognitive load of a novel interaction concept and hardware/software limitations in feedback precision. Findings offer recommendations for improving the visual user interface, the earcons and accessibility features like the zoom and highlight the need for further research into multisensory feedback integration for inclusive design.

As digitization reshapes the labour market, integrating emerging technologies into vocational training for individuals with disabilities becomes crucial. This study explores the use of mixed reality (MR) to enhance learning experiences for neurodiverse trainees, specifically in hairdressing, kitchen, and warehouse logistics training. Over a three-year initiative, interactive holograms were developed for HoloLens 2 in collaboration with IT specialists, trainers and rehabilitation researchers. The applications were tested with 16 trainees, employing usability assessments, participant feedback, and video analysis. Results indicate a generally positive reception, with most participants finding the application easy to use and engaging. Notably, hairdressing trainees experienced smoother interactions, while some challenges arose in the kitchen and logistics scenarios. Participants reported increased motivation and knowledge acquisition, though a few experienced mild fatigue. While MR technologies show promise in vocational training, institutional implementation requires addressing technical, financial, and personnel factors. Trainers play a key role in sustaining MR integration beyond research projects. The study underscores the potential of MR to make learning more engaging and accessible while highlighting the need for further research on optimizing usability and implementation in training institutions.

Training individuals with special needs in gardening presents distinct challenges due to varying learning preferences and accessibility constraints. Augmented Reality (AR) serves as an innovative approach by offering engaging, interactive, and adaptable learning experiences. This paper explores the design, development, and assessment of an AR training tool customized for gardening tasks, aimed at supporting individuals with special needs. The application utilizes AR to deliver step-by-step guidance, adjust instructional content to user abilities, and enhance participation through simulated practice. We detail the conceptual framework, implementation strategies, and feedback from an initial study involving individuals with diverse needs. Findings suggest that AR significantly improves accessibility and learning outcomes, empowering individuals to develop gardening skills and attain greater independence.

Media skills have become increasingly important in the education system. In Germany, the expansion of digital infrastructure and equipment in schools is currently being prioritized, resulting in new challenges and a great need for innovation in its implementation. In this context, customizable applications and software offer great potential for students with different levels of knowledge. The app [name of app] offers such customizability und was therefore examined for its potential use in the classroom.

In this study the potential of media literacy education using individualized approaches is analyzed through classroom observations and teacher interviews. The results show promising opportunities but also reveal that the prototype requires further refinement to unfold its full potential. The results emphasise the importance of integrating technical and pedagogical considerations for the effective implementation of technical innovations

This study examines the impact of an Interactive Sensory Ball (ISB), incorporating light and music programs, on children with Autism Spectrum Disorder (ASD). The minimum viable product (MVP) of the ISB prototype was tested with 12 children aged 7 to 10 years across two primary schools. A case study-based action research methodology was used, incorporating the Single-Minute Exchange of Die (SMED) approach with video footage to assess behavioral changes and investigate the impact of the ISB product features. Results indicate significant improvements in engagement, attention span, self-regulation, and social interaction. These findings highlight the potential of interactive sensory tools in supporting children with ASD and provide valuable insights for policymakers, educators, and stakeholders in the health and education sectors. The study emphasizes the need for innovations that boost engagement and support self-development in children with ASD, thereby improving teacher working conditions. This aligns with sustainability goals and waste reduction, enhancing conditions in primary schools and ASD departments.