The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context
ARTICLE
Jeremy N. Bailenson, Nick Yee, Jim Blascovich, Andrew C. Beall, Nicole Lundblad, Michael Jin
Journal of the Learning Sciences Volume 17, Number 1, ISSN 1050-8406
Abstract
This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that teachers with augmented social perception (i.e., receiving visual warnings alerting them to students not receiving enough teacher eye gaze) were able to spread their attention more equally among students than teachers without augmented perception. In Experiments 2 and 3, we demonstrated that by breaking the rules of spatial proximity that exist in physical space, students can learn more by being in the center of the teacher's field of view (compared to the periphery) and by being closer to the teacher (compared to farther away). In Experiment 4, we demonstrated that inserting virtual co-learners who were either model students or distracting students changed the learning abilities of experiment participants who conformed to the virtual co-learners. Results suggest that virtual environments will have a unique ability to alter the social dynamics of learning environments via transformed social interaction. (Contains 9 figures.)
Citation
Bailenson, J.N., Yee, N., Blascovich, J., Beall, A.C., Lundblad, N. & Jin, M. (2008). The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context. Journal of the Learning Sciences, 17(1), 102-141. Retrieved March 28, 2024 from https://www.learntechlib.org/p/101579/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Exploring Students’ Acceptance of Using Mobile Device-based Student Response System in Classrooms
Simon Wong, aHong Kong Community College, The Hong Kong Polytechnic University, Hong Kong; Adam Wong, bSchool of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; John Yeung, Data Science Academy, Hong Kong
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 45–64
-
Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
Friederike Blume, Department of Psychology, Germany; Richard Göllner, LEAD Graduate School & Research Network, Germany; Korbinian Moeller, Department of Psychology, Germany; Thomas Dresler & Ann-Christine Ehlis, LEAD Graduate School & Research Network, Germany; Caterina Gawrilow, Department of Psychology, Germany
Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 138–147
-
Computer Distance Virtual Experiment Teaching Application Based on Virtual Reality Technology
Fengxu Wang, Experiment Teaching and Network Information Management Center, Liaocheng University
International Journal of Emerging Technologies in Learning (iJET) Vol. 13, No. 4 (Mar 30, 2018) pp. 83–94
-
Creative Use of Augmented Reality (AR) in the Classroom: A Synopsis of Three Empirical Studies
Daniel Tillman, Alyse Hachey & Song An, The University of Texas at El Paso, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 899–904
-
Reimagining Health and Disability Through Relationships in Virtual Worlds
Donna Davis, University of Oregon, United States; Derek Moscato, Western Washington University, United States
Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 315–340
-
Virtual Humans and Gesturing during Multimedia Learning: An Investigation of Predictions from the Temporal Contiguity Effect
Jessica Twyford & Scotty Craig, Arizona State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2145–2149
-
The Impact of Displaying Text Information in 3D Collaborative Virtual Environment on User’s Collaboration Learning Behaviors – A Case Study
Nan Ding & Xianhui Wang, University of Missouri, Columbia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1159–1166
-
Teacher/Student Roles in Virtual Worlds: A Constructivist Approach
Karen Barone, Indiana University of PA / Shippensburg University of PA, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2049–2053
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.