Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change.

Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change.

Identifying Anxiety Through Tracked Head Movements in a Virtual Classroom.

Virtual reality allows the controlled simulation of complex social settings, such as classrooms, and thus provides an opportunity to test a range of theories in the social sciences in a way that is both naturalistic and controlled. Importantly, virtual environments also allow the body movements of participants in the virtual world to be tracked and recorded. In the following article, we discuss how tracked head movements were correlated with participants' reports of anxiety in a simulation of a classroom. Participants who reported a high sense of awareness of and concern about the other virtual people in the room showed different patterns of head movement (more lateral head movement, indicating scanning behavior) from those who reported a low level of concern. We discuss the implications of this research for understanding nonverbal behavior associated with anxiety and for the design of online educational systems.