Teaching psychology in virtual reality.

Being where, with whom, and when it happens: spatial, interpersonal, and temporal presence while viewing live streaming of collegiate sports in virtual reality

“…But normally when we see things that are happening right in front of our own eyes, and they take up our whole field of view, we will not only be physically located in the place that we are seeing, but we will also consider that the things that we are seeing are happening "right now" (i.e., we do not live in the past). Such normal and logical circumstances thus create the potential for an illusory increased experience of "nowness" when pre-recorded videos are viewed in VR as was found by Frewen et al (2022). More, the same arguments provide a basis for hypothesizing that experiences of temporal presence should be mediated, at least in part, by experiences of spatial presence.…”

“…A future study could further investigate this by assessing spatial and temporal presence in response to both VR and non-VR viewing of both live and past (i.e., pre-recorded) sporting events. Indeed a similar design has been advocated for in researching response to synchronous vs asynchronous university teaching (Frewen et al, 2022). Given that cultural norms involve viewing of fuller sports games at the time of gameplay (i.e., when they are actually taking place), rather than viewing previous games at a later date, the use of live streaming as conducted here perhaps has the highest external validity for viewing of more lengthy segments or entire games.…”

“…", and Temporal: "Which way of viewing made you feel more like the sporting activity was occurring in the present, rather than sometime in the past?". Spatial and social (interpersonal) dimensions of presence are well established in the literature (e.g., Felton and Jackson, 2022) while the concept of temporal presence is lesser known but was recently introduced and found relevant to the scholarship of teaching and learning in VR which showed that, even when participants were knowingly watching pre-recorded psychology teaching videos, they reported feeling more like what they were watching was occurring in the present tense when viewed through HMD (Frewen et al, 2022). A fourth question inquired straightforwardly about participants' relative satisfaction-preference with the two viewing formats: "Which way of viewing was more satisfactory?…”

“…Besides creating an increased sense of presence in the established spatial and social-interpersonal senses of this term, a recent study of an educational application of VR by Frewen et al (2022) described a third temporal sense of presence that may also apply especially in the case of viewing 360-degree videos in VR by HMD. In these cases, the events that were being viewed in 360-degree videos seemed to be occurring in the present (i.e., now) more so when viewed through HMD.…”

Teaching psychology in virtual reality 2: Wherever you learn, there you are.

“…Comparing the VR and 2D learning formats, our preregistered hypotheses, based on the prior results of Frewen et al (2022), were that learning psychology in VR would heighten the experience of presence and would be considered a more satisfactory medium for learning psychology asynchronously online. Nevertheless, we considered that learning psychology in VR might also be perceived to be more difficult and occasion symptoms of nausea and disequilibrium, at least for some students.…”