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¶
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? Students experienced the VR film viewing as a highly social experience, characterized in terms of social and bodily relationships with the people in the film, despite the viewing itself appearing individual. → 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
Cross-group review of transcribed reflective dialogues in a qualitative case study of one upper secondary class (30 students) showed the researchers' initial premise was overturned: "the students experienced the VR film as highly social." Students talked about being spoken to and seated among others in the film.
"Our premise had been to use the reflective dialogues to compensate for the more individually oriented VR film viewing. However, we discovered that the students experienced the VR film as highly social."
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
- 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
- Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues — a narrower finding that bears on this claim
- 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
- 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
- Personal, out-of-school experiences serve as real resources for sense making in classroom discussion — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-experienced-vr-film-viewing-as-social |
title |
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 |
description |
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 |
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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