Is Virtual Reality the Future of Learning? A Critical Reflection

The year 2016 marks the so-called second wave of VR, which was initiated by the first consumer VR-HMD, Oculus Rift (development kit), entering the market. There are four practical advantages in the field of virtual reality learning: a shift from abstract to tangible settings, interactivity rather than passive observations, using desirable but practically infeasible methods, and breaking the bounds of reality. In contrast, current VR technologies also feature certain limitations. The most common negative factor is motion sickness, which distracts the user. We conducted a multiple case study and invited 41 people to participate in two different scenarios. One was a self-developed 360° video and the other was a self-developed interactive scenario. We investigate different barriers which hamper individual learning in VR and we point out that there is a potential for implicit learning in virtual reality

Fan Responses to Virtual Reality Sport Sponsorship Activations: The Influence of Presence on Emotion and Attitude Formation

Considering the massive financial investment into sport sponsorship and the growth of the industry, it is important for managers to understand the strategic implications of their partnership decisions. This is even more essential in the current marketing landscape where advertising clutter and limited attention spans are rampant. Consequentially, experiential marketing has emerged to combat these challenges and provide consumers with unique and memorable experiences. Further, virtual reality (VR) has surfaced as a possible experiential marketing tool in that it has the capabilities of simulating one’s presence in a virtual environment: potentially creating those unique and memorable experiences. With sponsorship activation transitioning into an online environment further accelerated by the COVID-19 pandemic, the capabilities of virtual reality make it an attractive option to sport marketers. Presently, this technology is being applied without a clear purpose due to the newness of the platform and the lack of research and understanding regarding its true value. Thus, it is critical to examine how media modes, such as VR, may affect the impact of sponsorship messaging. In exploring sponsorship activation specifically, this study aimed to examine the use of 360-degree video and virtual reality as activation components, and if traditional non-immersive (phone, tablet, laptop, or desktop) and immersive (virtual reality) technologies differ in terms of their influence on important sponsor outcomes such as eliciting emotions and influencing attitudes. This study employed a survey design to compare responses between two groups. The first group experienced a 360-degree sport sponsorship activation video using non-immersive media while the second group experienced the same video in VR. A total of 114 responses were collected (57 in each group). Responses were then analyzed using two-way independent sample t-tests to find any statistically significant differences. Results showed that non-immersive respondents reported higher ratings of arousal compared to immersive respondents. Notably, there was a clear desire for 360-degree activation content from all users regardless of media mode. This study serves as a preliminary basis of valuation for virtual reality technology as it applies to sponsorship activation

The efficacy of social media influencers in e-commerce in the context of sensory richness

Emerging affordances of social media platforms and e-commerce interfaces have enticed brands, marketers, and social media influencers to employ rich media in hopes of engaging consumers with multisensory stimuli. Using Media Richness Theory, this study explores how media richness regarding sensory modalities in influencers’ product reviews affects decision confidence and behavioral intentions during online shopping. Further, the study investigates the interaction effects between media richness and motivation on consumers’ sensation of presence in e-commerce and the relationships among presence, attention, curiosity, search, decision confidence, and purchase intention. Results show that presence and search significantly predict decision confidence, which was found to have a positive association with purchase intention. Data also reveal that attention and curiosity are positively associated with presence and significantly predict search.Advertisin

BRINGING GAME ELEMENTS TO THE CLASSROOM: THE ROLE OF CHALLENGE AND TECHNOLOGY

This paper illustrates a teaching methodology which implements some motivational mechanics of games to help overcome the widespread lack of interest of students and make learning engaging. A learning cycle that promotes three main transformative dimensions within the overall learning process is detailed: from deductive to inductive teaching; from transmissive to constructivist teaching; from summative to formative assessment. Some concrete examples of learning activities are provided. Finally, the implications of the methodology resulting from a quasi-experimental study conducted in a high school are discussed. The study compared two classes, experimental and control, in relation to the following variables: self-determination towards studying, basic psychological needs, and support for autonomy. The results show that there are significant differences in the analyzed variables, suggesting that the proposed methodology could be effective in determining positive changes in motivational dynamics

I spy with my little eye: a simple behavioral assay to test color sensitivity on digital displays

Passive and interactive virtual reality (VR) environments are becoming increasingly popular in the field of behavioral neuroscience. While the technique was originally developed for human observers, corresponding applications have been adopted for the research of visual-driven behavior and neural circuits in animals. RGB color reproduction using red, green and blue primary color pixels is generally calibrated for humans, questioning if the distinct parameters are also readily transferable to other species. In particular, a visual image in the RGB color space has a clearly defined contrast pattern for humans, but this may not necessarily be the case for other mammals or even non-mammalian species, thereby impairing any interpretation of color-related behavioral or neuronal results. Here, we present a simple method to estimate the sensitivity of animals to the three primary colors of digital display devices based on the performance of object motion-driven visuomotor reflexes and demonstrate differences in the color sensitivity between Xenopus laevis and Ambystoma mexicanum (Axolotl)

Immersive virtual reality and education: a study into the effectiveness of using this technology with preservice teachers.

Immersive virtual reality (IVR) is a rapidly advancing technology utilized across varying education fields for learning and educational applications. IVR provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity, making it a natural step to improve learning. Creating educational applications in IVR for use with students and preservice teachers could be a laborious and costly endeavor and require teacher belief in its effectiveness, so research is essential to investigate whether these applications are useful in advancing prekindergarten through Grade 12 (P-12) student learning. Research in this field is new, limited, and practically void of its use in P-12 learning environments. This inquiry expanded upon the literature on IVR technology in education and preservice teacher use of technology. Specifically, the purpose of this study was to investigate the impact of IVR technology on preservice teachers through an experience focused on the American Civil Rights Movement, specifically on knowledge attainment, lesson planning effectiveness, and motivation for future use in their instructional practice. Participants were 21 elementary preservice teachers in a diverse metropolitan university. Results indicated participants in the IVR group significantly increased scores on a content test, reported engagement with the experience, and indicated likelihood to use IVR with their future students

Meta-Analytic Evaluations of Interventions to Improve Ethnic Attitudes

Ethnic prejudice (i.e., negative attitudes toward members of an ethnic outgroup or toward an ethnic outgroup as a whole) is (still) a prevalent social problem. Psychology provides a substantial number of empirically supported theories (see e.g., Dovidio, Hewstone, Glick & Esses, 2010; Duckitt, 2010; Whitley & Kite, 2006) that can explain the existence of negative ethnic attitudes. However, to be able to improve interethnic relations, even more important than theoretical explanations is concrete knowledge concerning effective interventions that can diminish prejudicial tendencies. Therefore, the manuscripts included in this dissertation describe meta-analytic evaluations of two types of programs to improve ethnic attitudes. The first meta-analysis (Manuscript #1) was conducted to test the impact of interventions that are based on the intergroup contact theory. Evaluations of direct (i.e., face-to-face) as well as indirect contact programs were included. The meta-analyzed contact-control comparisons model the effect of contact shortly after the interventions (k = 115, N = 10,591) or with a delay of at least one month (k = 23, N = 1,449). As hypothesized, the results indicate that theory-driven contact interventions improve ethnic attitudes. Also as predicted, the effect is larger for ethnic majorities, contact programs, however, have a positive impact on ethnic minorities as well. I demonstrate that contact interventions are also effective in the context of an intractable conflict. In addition, both direct and indirect contact programs have a positive outcome. Furthermore, not only attitudes toward individuals involved in the contact situation are improved but also toward the entire outgroup. The second meta-analysis (Manuscript #2) was carried out to test the effectiveness of information-based interventions. The term information is used in a broad sense and refers to input that is assumed to improve ethnic attitudes without being based on intergroup contact. In order to exhaustively capture the characteristics of information interventions, I introduce a multi-axial taxonomy encompassing three conceptually independent axes: content, method, and duration. Concerning content, information programs can focus on the enhancement of knowledge, on the evocation of empathy, and/or on the sophistication of social-cognitive skills. In addition, they can utilize passive (e.g., viewing audio-visual material) and/or active (e.g., role plays) methods, can last one or multiple days, and can differ regarding the number of net treatment hours. The meta-analytic test of the general effectiveness of information initiatives is based on a total sample of 154 independent intervention-control comparisons. In line with my prediction, information programs typically improve ethnic attitudes. Interventions that include empathy-evoking content are, as hypothesized, especially effective. Contrary to my expectation, the outcome of initiatives that (also) use active methods does not differ from those that only apply passive techniques. Furthermore, again in opposition to my prediction, the impact of information interventions is not affected by the duration of the treatment. After the presentation of the two meta-analyses, their findings and directions for future research are discussed