Students attended to bodily expressions of people in the VR film as resources for interpreting emotional states and engaging with their stories¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students gave detailed descriptions of people they encountered in the VR film, treating bodily expressions (e.g., fiddling fingers) as reflections of emotional states that frame how the story should be treated. → Kenneth Silseth 2024

Evidence¶

Kenneth Silseth 2024¶

Kenneth Silseth, Rolf Steier, Hans Christian Arnseth. (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-023-09413-0

q2 · i? · qualitative · r2

Analysis of a second group's dialogue about the scene with a mother telling the story of her son's death. The authors report that "the students attend to bodily expressions as reflections of people's emotional states," placing students in a community of listeners as the film's bystanders pay attention.

"The students attend to bodily expressions as reflections of people’s emotional states, and these reflections become a resource to engage with the story of the mother."

Discussion¶

Related Claims¶

• Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences — related
• Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues — a broader claim this one bears on
• Students characterized their VR experience through a feeling of taking part in conversations, showing co-presence with the people in the film during collaborative reflection — related
• Students in an upper secondary classroom experienced the individually-oriented viewing of the VR film Travelling While Black as highly social, despite sitting silently in headset-wearing groups — related
• Films with existential themes can serve as vehicles for Bildung in higher education — related
• Qualitative reflections indicate MPathic-VR students valued immediate feedback, nonverbal skill teaching, and preparation for emotion-charged encounters, while CBL students reported lack of interactivity and information overload — related
• The editorial reports that immersive VR became a resource for collaborative meaning making through 'emancipatory immersion' (Silseth et al.) — a broader claim this one bears on