The editorial reports that immersive VR became a resource for collaborative meaning making through 'emancipatory immersion' (Silseth et al.)¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The editorial reports, citing the Silseth, Steier and Arnseth article in this issue, that immersive VR provided important resources for shared meaning-making and learning, through a process of emancipatory immersion. → Michael J. Baker 2024 q1 i? Students described feeling 'being there' with people in the VR film and evoked bodily responses (such as a knot in the stomach), and teachers adapted guidance to the emotional responses students mentioned. → Michael J. Baker 2024 (2)

Evidence¶

Michael J. Baker 2024¶

Michael J. Baker, Peter Reimann. (2024). CSCL has come of age. Intern. J. Comput.-Support. Collab. Learn (2024) 19:1–10. https://doi.org/10.1007/s11412-024-09419-2

q1 · i? · theoretical · r2

The editorial attributes this finding to the Silseth et al. study in this issue, which analysed secondary students (17–18 years old, Norwegian curriculum, 'Health and life skills' topics) watching the VR film Travelling While Black individually with Head-Mounted Displays, then engaging in teacher-facilitated small-group reflective dialogues.

"This research makes an important contribution to research in CSCL by showing how VR can provide important resources for shared meaning-making and learning, by a process of "emancipatory immersion" (Enyedy & Yoon, 2021)."

Michael J. Baker 2024 (2)¶

Michael J. Baker, Peter Reimann. (2024). CSCL has come of age. Intern. J. Comput.-Support. Collab. Learn (2024) 19:1–10. https://doi.org/10.1007/s11412-024-09419-2

q1 · i? · theoretical · r2

The editorial summarizes reported student descriptions in the Silseth et al. study, including feeling part of the ongoing situations and evoking bodily responses, and notes teachers adapted the guidance with respect to the emotional responses students mentioned.

"Students described their experience of 'being there' together with the people they encountered in the film, of feeling part of the ongoing situations. They evoked their own bodily responses (such as having "a knot in [the] stomach"), as well as those of people in the VR film."

Discussion¶

Related Claims¶

• 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 — related
• No substantial example of emancipatory immersion was found in the family data, despite the framework including it. — reports the opposite
• 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 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
• Films with existential themes can serve as vehicles for Bildung in higher education — related
• Gesture mediated collaborative learning in an AR-headset astronomy task, including exploration, orientation, sharing and synthesizing AR perspectives, and sharing symbolic conception — related
• Children aged 6–8 combining augmented reality with socio-dramatic play make significant progress toward explicit physics discourse — related
• 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
• 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
• Personal, out-of-school experiences serve as real resources for sense making in classroom discussion — related
• Collaborative learning in immersive VR produced significantly higher use of cognitive resources than individual learning in a geography study — related