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- Fauville, Geraldine, et al.
(författare)
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Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
- 2020
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
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| 2. |
- Queiroz, Anna C.M., et al.
(författare)
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Too tired to connect: Understanding the associations between video-conferencing, social connection and well-being through the lens of zoom fatigue
- 2023
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Ingår i: Computers in Human Behavior. - 0747-5632 .- 1873-7692. ; 149
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Tidskriftsartikel (refereegranskat)abstract
- Video-conferencing use has increased significantly in recent years, highlighting the need to understand its impact on individuals' psychological experiences. We conducted two large survey studies (total N = 3920) to examine the relationship between video-conferencing, video-conference fatigue (Zoom fatigue), and individuals' feelings of social connection, social skills, and life satisfaction. Study 1 showed that people tended to feel more connected to others when video-conference meetings were frequent, brief and conducted with small groups, compared to long meetings with many participants. As meetings became longer and more frequent, people felt less socially connected and reported increased video-conference fatigue. Feeling cognitively or emotionally exhausted from engaging in video-conferencing may limit the ability to meaningfully engage with others in the call. In Study 2, mediation analyses indicated that increased video-conferencing could undermine life satisfaction by increasing video-conference fatigue. Furthermore, we compared participants’ perceptions of their social skills between in-person and video-conferencing meetings, and found people consistently felt less skilled in video-conferences than during in-person meetings. We discuss these findings in the context of widespread remote work and the need to protect well-being in this digital era.
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