Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences¶
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? During reflective dialogues, students activated their own bodily expressions, such as describing "that knot in your stomach", and made the mother's gaze relevant (one student felt he had eye contact with her), to characterize emotional responses to the VR stories. → 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 the same group's continued dialogue, where students distinguished real people telling stories from actors and reported bodily reactions. The analysis shows "the students' own bodily expressions" contribute to the experience of emancipatory immersion and become resources for engagement with the story.
"the analysis shows how the students’ own bodily expressions are something that contributes to the experience of emancipatory immersion, and that these expressions are activated in the reflections and become resources to engage with the mother’s story."
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
- Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues — a broader claim this one bears on
- 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.) — 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-own-bodily-responses-vr |
title |
Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences |
description |
Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences |
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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