A Phenomenological Study of Learner's Virtual Place Experience

Abstract

This study investigates the virtual place experience (VPE) approach, using 360° images in Google Street View (GSV), to help learners attain a sense of place. It examines their experience and attitude in the virtual setting of the place of knowledge inquiry. Interpretive phenomenological analysis (IPA) was adopted to examine learners' cognitive learning of place identity, interpretation of place meanings, and attitudes toward the place. Findings indicate that learners developed their sense of presence in VPE through visual elements reflecting the place identity. Place attribute learning requires additional research to understand place identity. Place meanings in the virtual setting were interpreted through the sense of community and historical evidence. Positive affection towards the place was identified, leading to motivation to visit the real place. The study provides insight into how learners' experience with the virtual place phenomenon may contribute to constructing their sense of place, which shall guide their design cognition in future design exercises.