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¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In collaborative reflection, students described feeling spoken to directly by people in the VR film and being participants in the conversations, an experience the authors interpret as co-presence and emancipatory immersion. → 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
Moment-by-moment turn-by-turn analysis of one group's dialogue (three students and their teacher) after viewing TWB. The analysis "shows how students, together with their teacher, talk about their experiences in TWB through the lens of co-presence and dialogue with the people in the film," with students building on each other's contributions.
"The analysis of Sequence 1 shows how students, together with their teacher, talk about their experiences in TWB through the lens of co-presence and dialogue with the people in the film."
Discussion¶
Related Claims¶
- Students attended to bodily expressions of people in the VR film as resources for interpreting emotional states and engaging with their stories — related
- The editorial reports that immersive VR became a resource for collaborative meaning making through 'emancipatory immersion' (Silseth et al.) — 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
- Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues — related
- Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences — related
- Films with existential themes can serve as vehicles for Bildung in higher education — related
- No substantial example of emancipatory immersion was found in the family data, despite the framework including it. — related
- Perceived presence and co-presence in a collaborative setting were higher in XRCL than in computer-based collaborations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
feeling-of-taking-part-in-vr-conversations |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kenneth-silseth-2024 |
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