Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues¶

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? Pattern analysis across all eight groups identified four prominent dimensions of students' talk about their VR experiences: feeling of taking part in conversations, attending to bodily expressions of others, students' own bodily responses, and teacher guidance. → 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

The interaction analysis of transcribed reflective dialogues used a review of the full corpus to identify recurring themes, then analyzed longer sequences in detail. The authors state they "identified four prominent dimensions that occurred across all groups" in how students characterized their meaning making.

"Looking for patterns across all eight groups, we identified four prominent dimensions that occurred across all groups in the way students talked about their experiences and characterized their meaning making: (1) the feeling of taking part"

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 — a narrower finding that bears on this claim
• 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
• Teachers adopted varying levels and strategies of guidance during reflective dialogues about VR experiences, which shaped students' meaning making — a narrower finding that bears on this claim
• Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences — a narrower finding that bears on this claim
• 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 — a broader claim this one bears on
• The editorial reports that immersive VR became a resource for collaborative meaning making through 'emancipatory immersion' (Silseth et al.) — related
• Films with existential themes can serve as vehicles for Bildung in higher education — related
• Personal, out-of-school experiences serve as real resources for sense making in classroom discussion — related