Historical time machines: Experimentally investigating potentials and impacts of immersion in historical VR on history education and morality.

Frentzel-Beyme, Lea; Krämer, Nicole C.

doi:10.1037/tmb0000099

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…Lavoie et al [47] revealed that intensified negative emotions resulting from VR were significantly correlated with negative rumination. Similarly, Frentzel-Beyme and Krämer [27] discussed how emotionally charged historical VR experiences might decrease critical, cognitive reflection and lead to strong emotional reactions. Therefore, while VR experiments have the potential to increase positive emotions and decrease negative emotions, they may also have adverse emotional effects.…”

Section: Resultsmentioning

confidence: 99%

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Self-Assessed Experience of Emotional Involvement in Sensory Analysis Performed in Virtual Reality

Zulkarnain,

Cao,

Kókai

et al. 2024

Foods

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Virtual reality (VR) technology has gained significant attention in various fields, including education for health professionals, sensory science, psychology, and consumer research. The first aim of the paper is to explore the self-assessed experience of emotional involvement in sensory analysis performed in VR. The Positive and Negative Affect Schedule (PANAS) is a widely used self-report measure that assesses positive and negative affective states. VR sensory analysis involves the use of immersive, interactive, and multi-sensory environments to evaluate sensory perception and emotional responses. By synthesizing relevant literature, this paper provides insights into the impact of VR on affective states, the effectiveness of VR in eliciting emotions, and the potential applications of the PANAS in VR sensory analysis. Furthermore, the second aim of the paper is to uncover the effect of VR sensory evaluation on the participant’s emotional states, as it has a significant effect on their evaluations. The results suggest an increase in the sum of positive effects and a decrease in the negative ones. Although these results are promising, the relationship between the PANAS and VR sensory analysis is still underexplored, with limited research investigating the specific effects of VR on affective states measured using the PANAS. Further research is needed to better understand the potential of the PANAS in assessing emotional responses in VR environments and its implications for sensory analysis.

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Section: Resultsmentioning

confidence: 99%

“…The influence of VR on affective states extends to various domains, including tourism, education, language learning, and historical education [26][27][28]. Additionally, it was found that using VR in history education can promote enjoyment and influence morality, further emphasizing its impact on affective states [29].…”

Section: Impact Of Vr On Affective Statesmentioning

confidence: 98%

Self-Assessed Experience of Emotional Involvement in Sensory Analysis Performed in Virtual Reality

Zulkarnain,

Cao,

Kókai

et al. 2024

Foods

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Improving students' processing of history‐related 360° videos through collaboration and emotion regulation

Nachtigall,

Yek,

Rummel

2024

Computer Assisted Learning

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BackgroundWith the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.ObjectivesDrawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos.MethodsIn a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video.Results and ConclusionsTraining in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education.

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And What Comes after Time Travel?

Lewers

Frentzel-Beyme

2023

MedienPädagogik

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Viele Virtual Reality-Anwendungen (VR), die sich historischen Themen widmen, eint ein Ziel: Zeitreisen wirklich werden lassen. Über die Technologie soll es den Rezipierenden möglich gemacht werden, in Simulationen vergangener Zeiten und Orte einzutauchen und diese zu erleben. Aber was passiert nach diesem «Zeitreiseerlebnis»? Da auf das vermeintliche «Eintauchen» in die Vergangenheit ein «Auftauchen» in der Gegenwart folgt, wird in diesem Beitrag die Frage untersucht, wie das «Auftauchen» aus einer virtuellen Umgebung didaktisch begleitet werden kann. Basierend auf medienpsychologischer und geschichtsdidaktischer Forschung wurden Materialien für die Begleitung des «Auftauchens» aus der VR entwickelt und in einer Laborstudie (N = 70) eingesetzt. Genutzt wurde ein 2x2 Between-Subjects-Design, in dessen Rahmen die Auswirkungen der Materialien und des emotionalen Inhalts der VR auf Präsenzerleben, Emotionen und Geschichtsbewusstsein qualitativ untersucht wurden. Die Ergebnisse zeigen, dass die didaktische Begleitung des «Auftauchens» durch die Rezeption weniger emotionalisierender Inhalte und Materialien positive Effekte auf die Äusserungen von Geschichtsbewusstsein hat.

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Historical time machines: Experimentally investigating potentials and impacts of immersion in historical VR on history education and morality.

Cited by 3 publications

References 42 publications

Self-Assessed Experience of Emotional Involvement in Sensory Analysis Performed in Virtual Reality

Self-Assessed Experience of Emotional Involvement in Sensory Analysis Performed in Virtual Reality

Improving students' processing of history‐related 360° videos through collaboration and emotion regulation

And What Comes after Time Travel?

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