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From VR as Genre to VR as Learner Agency: Leveraging Virtual Reality Learning for Understanding Climate Change- [electronic resource]
From VR as Genre to VR as Learner Agency: Leveraging Virtual Reality Learning for Understanding Climate Change- [electronic resource]
상세정보
- 자료유형
- 학위논문
- Control Number
- 0016935172
- International Standard Book Number
- 9798380714501
- Dewey Decimal Classification Number
- 370.1523
- Main Entry-Personal Name
- Vishwanath, Aditya.
- Publication, Distribution, etc. (Imprint
- [S.l.] : Stanford University., 2023
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- Physical Description
- 1 online resource(243 p.)
- General Note
- Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
- General Note
- Advisor: Bailenson, Jeremy;Pea, Roy.
- Dissertation Note
- Thesis (Ph.D.)--Stanford University, 2023.
- Restrictions on Access Note
- This item must not be sold to any third party vendors.
- Summary, Etc.
- 요약As VR becomes increasingly mainstream due to lowering hardware costs and increased access to VR content, it becomes critical to fill the gap in learning sciences literature that explains how this content may be developed in alignment with targeted learning outcomes. It also becomes imperative to study the integration of VR outside the laboratory-such as in real-world K-12 learning environments-in ways that might promote sustained long-term use. The first set of contributions of this dissertation is to demystify the ambiguity in findings on learning with VR and identify the holes in the literature on the learning affordances of immersive VR in education research. This includes identifying key areas for future research that align with the core objectives of the learning sciences and technology design (LSTD) field and motivating deeper collaboration across fields of expertise.At the same time, this dissertation builds upon prior work in climate change education to develop new designs, theories, and findings for creating VR learning curricula and advancing conversational learning with virtual reality climate change field trips. The work also contributes to an agenda of prioritizing the creation of VR learning content for similar meritorious social purposes. Ultimately, the gold standard for an immersive VR experience is to cause behavior change and not stay limited to belief change. To this end, the dissertation unpacks the relationship between learner agency with VR and climate change knowledge, skills, and attitudes, including the specific features of the learning experience that differentiate between having an effect on belief versus having an effect on behavior.This work aims to serve as a stepping stone for conducting a more thorough needs assessment into other domains where such a VR experience may engage a global audience of users on an issue of global significance (such as climate change), possibly aligning our objectives with the sustainable development goals (SDGs). The vision is to leverage the potentialities and affordances of this new media technology to move various stakeholders toward solutions that incorporate collective action-oriented perspectives.
- Subject Added Entry-Topical Term
- Learning management systems.
- Subject Added Entry-Topical Term
- Attitudes.
- Subject Added Entry-Topical Term
- Virtual reality.
- Subject Added Entry-Topical Term
- Climate change.
- Subject Added Entry-Topical Term
- Information technology.
- Added Entry-Corporate Name
- Stanford University.
- Host Item Entry
- Dissertations Abstracts International. 85-05B.
- Host Item Entry
- Dissertation Abstract International
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:643879
MARC
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■1001 ▼aVishwanath, Aditya.
■24510▼aFrom VR as Genre to VR as Learner Agency: Leveraging Virtual Reality Learning for Understanding Climate Change▼h[electronic resource]
■260 ▼a[S.l.]▼bStanford University. ▼c2023
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2023
■300 ▼a1 online resource(243 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-05, Section: B.
■500 ▼aAdvisor: Bailenson, Jeremy;Pea, Roy.
■5021 ▼aThesis (Ph.D.)--Stanford University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aAs VR becomes increasingly mainstream due to lowering hardware costs and increased access to VR content, it becomes critical to fill the gap in learning sciences literature that explains how this content may be developed in alignment with targeted learning outcomes. It also becomes imperative to study the integration of VR outside the laboratory-such as in real-world K-12 learning environments-in ways that might promote sustained long-term use. The first set of contributions of this dissertation is to demystify the ambiguity in findings on learning with VR and identify the holes in the literature on the learning affordances of immersive VR in education research. This includes identifying key areas for future research that align with the core objectives of the learning sciences and technology design (LSTD) field and motivating deeper collaboration across fields of expertise.At the same time, this dissertation builds upon prior work in climate change education to develop new designs, theories, and findings for creating VR learning curricula and advancing conversational learning with virtual reality climate change field trips. The work also contributes to an agenda of prioritizing the creation of VR learning content for similar meritorious social purposes. Ultimately, the gold standard for an immersive VR experience is to cause behavior change and not stay limited to belief change. To this end, the dissertation unpacks the relationship between learner agency with VR and climate change knowledge, skills, and attitudes, including the specific features of the learning experience that differentiate between having an effect on belief versus having an effect on behavior.This work aims to serve as a stepping stone for conducting a more thorough needs assessment into other domains where such a VR experience may engage a global audience of users on an issue of global significance (such as climate change), possibly aligning our objectives with the sustainable development goals (SDGs). The vision is to leverage the potentialities and affordances of this new media technology to move various stakeholders toward solutions that incorporate collective action-oriented perspectives.
■590 ▼aSchool code: 0212.
■650 4▼aLearning management systems.
■650 4▼aAttitudes.
■650 4▼aVirtual reality.
■650 4▼aClimate change.
■650 4▼aInformation technology.
■690 ▼a0404
■690 ▼a0489
■71020▼aStanford University.
■7730 ▼tDissertations Abstracts International▼g85-05B.
■773 ▼tDissertation Abstract International
■790 ▼a0212
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935172▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
