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Exploring Adolescents' Sense of Presence with Educational Content in Immersive Virtual Reality : = a Mixed Methods Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Adolescents' Sense of Presence with Educational Content in Immersive Virtual Reality :/
Reminder of title:	a Mixed Methods Study.
Author:	Davis, Rebekah Sacco.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
Subject:	Teaching. -
Online resource:	click for full text (PQDT)
ISBN:	9798494459671

Exploring Adolescents' Sense of Presence with Educational Content in Immersive Virtual Reality : = a Mixed Methods Study.
Davis, Rebekah Sacco.

Exploring Adolescents' Sense of Presence with Educational Content in Immersive Virtual Reality :a Mixed Methods Study. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2021.

Includes bibliographical references

The rapidly improving quality and decreasing prices of immersive virtual reality (IVR) devices have recently heightened interest in the use of IVR in all sectors - business, entertainment, and education. Technology suppliers market IVR to educational institutions as a must-have tool even though research fails to converge on specific benefits in terms of learning outcomes. Though researchers and practitioners maintain understandable optimism about potential benefits of IVR for instruction, work that details the potential affordances of IVR for traditional educational settings, particularly with younger learners, is scarce. A widely noted affordance of IVR is the common experience of the sense of presence induced in users. Presence, often described as the sense of "being there", involves a sense of being in a place that one's body is not located. Knowing how adolescents experience the sense of presence in IVR can aid educators with the selection of IVR devices and support better planning of learning experiences that harness the full potential of the affordance.This mixed methods study investigated adolescents' experience of the sense of presence while using a Pico G2 4K headset and science educational content from VictoryXR. A wellknown questionnaire, the ITC-Sense of Presence Inventory (Lessiter, Freeman, Keogh, & Davidoff, 2001), provided quantitative information about users' feelings about engagement, ecological validity, sense of physical space, and potential negative effects. This information was enhanced with the analysis of qualitative data comprised of answers to open-ended questions and transcripts of focus group interviews. Integrated findings show that the sense of presence in IVR was more about what the adolescent users thought they could do than about where they were. Participants felt heavily engaged by the experience, and the potential negative effects (headache, nausea, etc.) were not a barrier to participation. The interactivity and vividness offered by the device and content figured prominently in the engagment and sense of presence. Participants were able to share a variety of informational content learned even though they were not instructed to try to remember anything. These understandings about how adolescents (11-17 years-old) experience the novel feeling of presence add to the body of general knowledge about IVR use and provide insight for the selection of IVR materials for classroom use, taking into consideration what the affordance of presence might mean for learning. The discussion of results centers on considerations for educators interested in using IVR with adolescents starting with device, content and user characteristics. Finally, a framework developed from the findings presents what educators might think and ask, and gives suggestions for guiding learners when using IVR for teaching and learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798494459671Subjects--Topical Terms:

555255
Teaching.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring Adolescents' Sense of Presence with Educational Content in Immersive Virtual Reality : = a Mixed Methods Study.
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504 $a Includes bibliographical references
520 $a The rapidly improving quality and decreasing prices of immersive virtual reality (IVR) devices have recently heightened interest in the use of IVR in all sectors - business, entertainment, and education. Technology suppliers market IVR to educational institutions as a must-have tool even though research fails to converge on specific benefits in terms of learning outcomes. Though researchers and practitioners maintain understandable optimism about potential benefits of IVR for instruction, work that details the potential affordances of IVR for traditional educational settings, particularly with younger learners, is scarce. A widely noted affordance of IVR is the common experience of the sense of presence induced in users. Presence, often described as the sense of "being there", involves a sense of being in a place that one's body is not located. Knowing how adolescents experience the sense of presence in IVR can aid educators with the selection of IVR devices and support better planning of learning experiences that harness the full potential of the affordance.This mixed methods study investigated adolescents' experience of the sense of presence while using a Pico G2 4K headset and science educational content from VictoryXR. A wellknown questionnaire, the ITC-Sense of Presence Inventory (Lessiter, Freeman, Keogh, & Davidoff, 2001), provided quantitative information about users' feelings about engagement, ecological validity, sense of physical space, and potential negative effects. This information was enhanced with the analysis of qualitative data comprised of answers to open-ended questions and transcripts of focus group interviews. Integrated findings show that the sense of presence in IVR was more about what the adolescent users thought they could do than about where they were. Participants felt heavily engaged by the experience, and the potential negative effects (headache, nausea, etc.) were not a barrier to participation. The interactivity and vividness offered by the device and content figured prominently in the engagment and sense of presence. Participants were able to share a variety of informational content learned even though they were not instructed to try to remember anything. These understandings about how adolescents (11-17 years-old) experience the novel feeling of presence add to the body of general knowledge about IVR use and provide insight for the selection of IVR materials for classroom use, taking into consideration what the affordance of presence might mean for learning. The discussion of results centers on considerations for educators interested in using IVR with adolescents starting with device, content and user characteristics. Finally, a framework developed from the findings presents what educators might think and ask, and gives suggestions for guiding learners when using IVR for teaching and learning.
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