Virtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings

DC FieldValueLanguage
dc.contributor.authorFilter, Elfin
dc.contributor.authorEckes, Alexander
dc.contributor.authorFiebelkorn, Florian
dc.contributor.authorBuessing, Alexander Georg
dc.date.accessioned2021-12-23T16:10:47Z-
dc.date.available2021-12-23T16:10:47Z-
dc.date.issued2020
dc.identifier.urihttps://osnascholar.ub.uni-osnabrueck.de/handle/unios/9390-
dc.description.abstractAs some nature experiences, such as viewing wild animals, may be difficult to implement in science education, immersive virtual reality (VR) technologies have become a promising tool in education. However, there is limited knowledge regarding the effectiveness of nature experiences in VR. In this study, 50 German university students (M = 23.76 years, SD = 3.73 years) from diverse disciplines were randomly assigned to an immersive (head-mounted display; Oculus Quest) or a nonimmersive setting (external computer screen; desktop computer) and individually watched two 360 degrees videos from the social media site YouTube about wolves in their natural habitat. Besides measuring participants' attitudes towards wolves, we investigated their feeling of presence in the virtual environments with the Spatial Presence Experience Scale (SPES) and the retrospective emotions of interest, joy, and fear with the Differential Affect Scale (M-DAS). The immersive head-mounted display induced higher levels of presence and interest compared to the nonimmersive external computer screen. While higher interest in the screen setting was associated with more positive attitudes towards wolves, such a correlation could not be found in the head-mounted display setting. Thus, our study found that immersive technology could induce interest in a nature experience related to the tested socio-scientific issue, even among people who did not already hold positive attitudes toward the issue. Overall, our findings suggest that 360 degrees videos using immersive technology provide nature experiences with positive affective learning outcomes, even though the study focused on nature experiences in VR and was not an educational experience per se. As we were unable to assess the role of novelty of VR experiences, the application of VR technologies and its effects in larger teaching and learning settings needs to be evaluated in further studies.
dc.description.sponsorshipDeutsche Forschungsgemeinschaft (DFG)German Research Foundation (DFG); Open Access Publishing Fund of Osnabruck University; We acknowledge support by Deutsche Forschungsgemeinschaft (DFG) and Open Access Publishing Fund of Osnabruck University.
dc.language.isoen
dc.publisherMDPI
dc.relation.ispartofSUSTAINABILITY
dc.subjectACCEPTABILITY
dc.subjectANIMALS
dc.subjectBEARS
dc.subjecteducation for sustainable development
dc.subjectemotions
dc.subjectEnvironmental Sciences
dc.subjectEnvironmental Sciences & Ecology
dc.subjectEnvironmental Studies
dc.subjectENVIRONMENTS
dc.subjectFRAMEWORK
dc.subjectGreen & Sustainable Science & Technology
dc.subjectimmersion
dc.subjectIMPACT
dc.subjectINSTRUCTION
dc.subjectLEARNING OUTCOMES
dc.subjectMETAANALYSIS
dc.subjectnature experiences
dc.subjectpresence
dc.subjectreturn of the wolf
dc.subjectScience & Technology - Other Topics
dc.subjectSELF
dc.subjectvirtual reality
dc.titleVirtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings
dc.typejournal article
dc.identifier.doi10.3390/su12093823
dc.identifier.isiISI:000537476200321
dc.description.volume12
dc.description.issue9
dc.contributor.orcid0000-0001-6482-4226
dc.identifier.eissn20711050
dc.publisher.placeST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
dcterms.isPartOf.abbreviationSustainability
dcterms.oaStatusgold, Green Published
crisitem.author.deptFB 05 - Biologie/Chemie-
crisitem.author.deptidfb05-
crisitem.author.orcid0000-0002-7972-6925-
crisitem.author.parentorgUniversität Osnabrück-
crisitem.author.netidFiFl248-
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