Virtual Reality in Education : Focus on the Role of Emotions and Physiological Reactivity
Vesisenaho, M., Juntunen, M., Häkkinen, P., Pöysä-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual Reality in Education : Focus on the Role of Emotions and Physiological Reactivity. Journal of Virtual Worlds Research, 12(1). https://doi.org/10.4101/jvwr.v12i1.7329
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Journal of Virtual Worlds ResearchAuthors
Date
2019Discipline
Koulutuksen tutkimuslaitosKasvatustiedePsykologiaMonitieteinen aivotutkimuskeskusHyvinvoinnin tutkimuksen yhteisöFinnish Institute for Educational ResearchEducationPsychologyCentre for Interdisciplinary Brain ResearchSchool of WellbeingCopyright
© 2019 Journal of Virtual World Research.
Cognitive and emotional dimensions are often linked to each other in learning experiences.
Moreover, emotions and engagement can lead to better outcomes at the cognitive level. Previous
research has indicated that virtual reality (VR) provides a feeling of presence and immersion, which
can trigger emotionally engaging learning situations. In this study, we explore the opportunities and
challenges related to the use of VR in an educational context. The focus of this article is threefold:
First, we explore interdisciplinary research literature related to the use of VR for educational purposes.
Second, we introduce our VR pilot study in teacher education, applying three different kinds of VR
applications. During the pilot study, we utilized physiological measurements, the self-assessed
experience of emotional involvement (PANAS; Watson, Clark, & Tellegen, 1988) and students’
qualitative reporting on VR experiences. Third, we discuss the potential of brain imaging methods
such as EEG measures for capturing learning, performance, and emotions in VR and offer pedagogical
guidelines for the future design of VR environments.
...
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University of TexasISSN Search the Publication Forum
1941-8477Keywords
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https://converis.jyu.fi/converis/portal/detail/Publication/28907602
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