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  

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Control Number  

joongbu:643879