| 1. |
- Calil, J., et al.
(författare)
-
Using Virtual Reality in Sea Level Rise Planning and Community Engagement-An Overview
- 2021
-
Ingår i: Water. - : MDPI AG. - 2073-4441. ; 13:9
-
Tidskriftsartikel (refereegranskat)abstract
- As coastal communities around the globe contend with the impacts of climate change including coastal hazards such as sea level rise and more frequent coastal storms, educating stakeholders and the general public has become essential in order to adapt to and mitigate these risks. Communicating SLR and other coastal risks is not a simple task. First, SLR is a phenomenon that is abstract as it is physically distant from many people; second, the rise of the sea is a slow and temporally distant process which makes this issue psychologically distant from our everyday life. Virtual reality (VR) simulations may offer a way to overcome some of these challenges, enabling users to learn key principles related to climate change and coastal risks in an immersive, interactive, and safe learning environment. This article first presents the literature on environmental issues communication and engagement; second, it introduces VR technology evolution and expands the discussion on VR application for environmental literacy. We then provide an account of how three coastal communities have used VR experiences developed by multidisciplinary teams-including residents-to support communication and community outreach focused on SLR and discuss their implications.
|
|
| 2. |
- Chen, Ying-Fang, et al.
(författare)
-
Working toward an international assessment of ocean literacy: Validating instrument with Rasch measurement model
- 2020
-
Ingår i: American Educational Research Association (AERA) annual meeting.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is part of a larger multinational effort to construct an international assessment of ocean literacy. This work examines the psychometric properties of the English version of the most recently developed International Ocean Literacy Survey (Version 4) using the Rasch measurement framework. The goal is to establish that the set of items that have passed expert review on item design and alignment with the ocean literacy principles also meet the strict standards of psychometric analysis. Psychometric studies including, reliability and unidimensionality, item analysis, and differential item functioning (DIF) are performed to evaluate the measurement quality.
|
|
| 3. |
- Copejans, Evy, et al.
(författare)
-
The European Marine Science Educators Association (EMSEA): Toward a more ocean literate Europe
- 2012
-
Ingår i: The Journal of Marine Education. ; 28:2, s. 44-47
-
Tidskriftsartikel (refereegranskat)abstract
- We always do our best to find colleagues or others with whom we can share ideas. As teachers, we now and then seek the company of a teacher association where we can learn from each other. As marine educators, in Europe, we have to travel a long distance to meet a group such as the National Marine Educators Association (NMEA). Meeting other marine educators takes us away from our islands and gives us the opportunity to expand our horizon. Attending the annual conference of the NMEA is by far an overwhelming experience that provides us with plenty of resources and also recharges our batteries! It simply makes us grow professionally in our jobs. But one has to be candid; travelling to the U.S. is not inexpensive and often time consuming. Few employers are willing to make this investment, especially when budgets are being reduced globally. In order to create meaningful collaborations with other members of the ocean community, Europe needs its own network of marine educators, a network that is closely affiliated with the NMEA and the international ocean community. EUROPEAN
|
|
| 4. |
|
|
| 5. |
-
Exemplary Practices in Marine Science Education - A Resource for Practitioners and Researchers
- 2018
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This edited volume is the premier book dedicated exclusively to marine science education and improving ocean literacy, aiming to showcase exemplary practices in marine science education and educational research in this field on a global scale. It informs, inspires, and provides an intellectual forum for practitioners and researchers in this particular context. Subject areas include sections on marine science education in formal, informal and community settings. This book will be useful to marine science education practitioners (e.g. formal and informal educators) and researchers (both education and science).
|
|
| 6. |
- Fauville, Geraldine, et al.
(författare)
-
Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
- 2015
-
Ingår i: Computers and education. - : Elsevier BV. - 0360-1315. ; 82, s. 60-73
-
Tidskriftsartikel (refereegranskat)abstract
- The Internet provides a unique opportunity for scientists to be in direct contact with the public in order to promote citizens' scientific literacy. Recently, Internet users have started to spend most of their online time on social networking sites (SNS). Knowledge of how these SNSs work as an arena for interaction, as well as for the development of scientific literacy, is important to guide scientists' activities online, and to be able to understand how people develop knowledge of science. This was evaluated by scrutinizing the Facebook page of the Monterey Bay Aquarium Research Institute and the consequences for users' ocean literacy. We investigated which practices could increase the number of users reached by a Facebook story. We also found that Facebook pages do not offer the appropriate social context to foster participation since it has only a few of the features of an arena where such practices could develop.
|
|
| 7. |
- Fauville, Geraldine, et al.
(författare)
-
Development of the International Ocean Literacy Survey: measuring knowledge across the world.
- 2019
-
Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:2, s. 238-263
-
Tidskriftsartikel (refereegranskat)abstract
- © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.
|
|
| 8. |
- Fauville, Geraldine
(författare)
-
Digital technologies as support for learning about the marine environment: Steps toward ocean literacy : Digital technologies and ocean literacy
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it, that is they need to be ocean literate. Marine education is challenging, as most of the ocean is invisible to the human eye and marine processes are spread over large temporal and spatial scales. Digital technologies have the potential to support learning about the ocean as, virtually, they can take learners into the depths of the ocean and help them visualise complex interactions between different factors over time and space. This thesis consists of four studies scrutinising the role of different digital technologies for learning about marine environmental issues with an emphasis on communicative aspects, with two of the studies having a specific focus on ocean literacy. Study I is a literature review of the use of digital technologies in environmental education. Study II investigates the use of a marine research institute’s Facebook page aimed at supporting communication and learning about marine topics. Study III addresses the use of a carbon footprint calculator as an opportunity for students to reason about their greenhouse gas emissions. Finally, Study IV analyses the questions asked by students on an online platform where they engage in an asynchronous discussion with a scientist around the issues of ocean acidification. The four studies show how the use of digital technologies in environmental education can make the invisible visible, allowing engagement with and manipulation of the abstract features of the ocean. As demonstrated in my studies and as is evident from previous research in the multidisciplinary field of environmental science, digital technologies offer new means to make sense of and engage with global environmental issues. These technologies provide a field of action where users can experiment, make mistakes, get feedback and try again in ways that are different from paper-based learning activities. The findings from Studies II, III and IV also illustrate the challenges associated with these technologies, and it becomes obvious that the technical features of a tool do not determine the kind of interactions that will evolve from its use. The contexts in which a tool is used, and what the features mean to the users in situ, are key, and demonstrate the importance of studying not only the outcome of a learning practice but also the ongoing interaction between the users and the tool in a specific context. In conclusion, this thesis offers an overview of the range of impacts that digital technologies can have on the development of ocean literacy, as well as illustrating how technologies open up new ways of learning about marine environmental issues both inside and outside of school. It also provides an account of why ocean literacy is such an important skill for 21st-century citizens living in a rapidly changing world with significant challenges to the environment and our own habitats.
|
|
| 9. |
|
|
| 10. |
- Fauville, Geraldine, et al.
(författare)
-
ICT tools in environmental education: reviewing two newcomers to schools
- 2014
-
Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 20:2, s. 248-283
-
Tidskriftsartikel (refereegranskat)abstract
- United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.
|
|
| 11. |
- Fauville, Geraldine, et al.
(författare)
-
Impact of ocean acidification on marine ecosystems: educational challenges and innovations
- 2013
-
Ingår i: Marine Biology. - : Springer Science and Business Media LLC. - 0025-3162 .- 1432-1793. ; 160:8, s. 1863-1874
-
Tidskriftsartikel (refereegranskat)abstract
- Population growth and social/technological developments have resulted in the buildup of carbon dioxide (CO2) in the atmosphere and oceans to the extent that we now see changes in the earth's climate and ocean chemistry. Ocean acidification is one consequence of these changes, and it is known with certainty that it will continue to increase as we emit more CO2 into the atmosphere. Ocean acidification is a global issue likely to impact marine organisms, food webs and ecosystems and to be most severely experienced by the people who depend on the goods and services the ocean provides at regional and local levels. However, research is in its infancy and the available data on biological impacts are complex (e.g., species-specific response). Educating future generations on the certainties and uncertainties of the emerging science of ocean acidification and its complex consequences for marine species and ecosystems can provide insights that will help assessing the need to mitigate and/or adapt to future global change. This article aims to present different educational approaches, the different material available and highlight the future challenges of ocean acidification education for both educators and marine biologists.
|
|
| 12. |
- Fauville, Geraldine, et al.
(författare)
-
Impression Formation From Video Conference Screenshots: The Role of Gaze, Camera Distance, and Angle
- 2022
-
Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
-
Tidskriftsartikel (refereegranskat)abstract
- This preregistered experiment examines the impact of three nonverbal cues displayed through video conference screenshots (i.e., gaze direction, distance between the face and the camera, camera angle) on impression formation. Actors in video conference screenshots each portrayed one of 18 nonverbal cue configurations that manipulated gaze (at the camera, on-screen, or off-screen), camera distance (close or far), and camera angle (high, eye-level, or low). Study participants (N = 3,982) rated the actors on nine interpersonal dimensions (e.g., likeability). Findings showed significant effects of gaze and camera angle on impression formation, with gaze on-camera positively associated with likeability, social presence and interpersonal attraction, and with high camera angles increased interpersonal attraction and decreased threat perceptions compared to low angles. Although the actors’ distance in relation to the camera did not affect impression formation, the interaction between distance and gaze was positively associated with threat judgment and social presence such that faces closer to the camera and maintaining direct gaze were rated as more socially present and threatening than the other three conditions. Finally, participants’ gender also played an important role as women, regardless of actors’ nonverbal behaviors and demographics, reported higher likeability judgment and lower threat judgments than men. These results contribute to the body of knowledge concerning nonverbal behavior in video conferences and how these compare and differ from face-to-face interaction. Moreover, through the use of video conference screenshots, these results inform video conference users concerning how their nonverbal behaviors might impact how they are perceived by others.
|
|
| 13. |
|
|
| 14. |
- Fauville, Geraldine, et al.
(författare)
-
International student Carbon Footprint Challenge – Social media as a content and language integrated learning environment
- 2012
-
Ingår i: Eurocall 2012 Conference: CALL: using, learning, knowing, Gothenburg 22-25 August, 2012..
-
Konferensbidrag (refereegranskat)abstract
- Population growth and social/technological developments have resulted in the build-up of carbon dioxide (CO2) in the atmosphere to the extent that we now see changes in the earth's climate. This global environmental issue requires immediate reduced CO2 emissions that must be achieve locally and globally and thus need a common language (English) to allow international collaboration among citizens. Environmental education is now clearly specified in educational standards and at the same time the view of language learning is moving towards a content and languages integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2011). In that respect environmental and English educations can be merged to benefit both purposes and to offer a learning experience that goes beyond the school walls. Einztein, the social learning network for the education community, collaborates with the environmental project Inquiry-to-Insight (http://i2i.stanford.edu/) inviting high school students around the world to participate in the International Student Carbon Footprint Challenge (ISCFC), challenging students to learn about the environmental impact of their lifestyle choices on their carbon footprints. In the ISCFC, students use an online carbon footprint calculator to measure the amount of CO2 released by their everyday choices (food, transportation etc). Teachers then share student data with other classrooms around the globe and use Einztein to engage students in several environmental discussions online using English as the lingua. Students use Einztein to reflect upon their own carbon footprint, envision global and local solutions and share knowledge about environmental issues. For this study we focused on a specific discussion and investigated the discourse structure of students from seven different countries (USA, Croatia, Switzerland, Iceland, Greece and Bulgaria) reflecting upon their very own CO2 emission. The analysis imply common structures in students’ discourse with six different phases: (i) Expectation: students talk about their expectation of their own emission compared to the national average, (ii) Results: students communicate where their emission is actually situated compared to the national average after calculation, (iii) Reflection: students make sense of their carbon footprint in the light of the knowledge acquired by the calculator, (iv) New resolution: students reflect upon the change they are willing/able to make to decrease their footprint, (v) Share knowledge: students share pieces of environmental information or advises with the ISCFC community and finally (vi) Global dimension: students step back and see the issue as global, involving all of us rather than just their personal behaviour. The order of occurrence of the different phases seems highly conserved leading to an increase in complexity from the less elaborate phase (explanation) to the phase bringing the environmental issue in a much higher level than the individual one (global dimension). Preliminary results indicate that the students presumptions about their own impact is crucial and whether they are English natives or is not as important when it comes to developing an understanding of their own responsibilities regarding carbon footprint. Thus, in relation to a motivating content the students’ English is productive and sufficient enough for communication and collaboration.
|
|
| 15. |
- Fauville, Geraldine, et al.
(författare)
-
Marin pedagogik : Inventering av lokala behov av stöd och kunskapsmaterial
- 2018
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Regeringen gav Havs- och vattenmyndigheten (HaV) i uppdrag att bidra till att stärka arbetet med utbildning för hållbar utveckling inom havs- och vattenfrågor, särskilt marin pedagogik. Uppdraget har genomförts av Havsmiljöinstitutet och forskare vid Göteborgs universitet som kontaktat lokala aktörer inom marin pedagogik, och inventerat deras behov av kunskapsmaterial och stöd.Marin pedagogik är ett verktyg för att skapa förståelse för hur havet påverkar oss människor och för hur vi påverkar havet, vilket kallas för ocean literacy på engelska och som översätts till havsmedvetenhet i rapporten. En marinpedagogisk aktör förmedlar information om havet och/eller sambandet mellan vatten och hav, vilket i sin tur kan ge upphov till havsmedvetenhet om mottagaren tar ställning till informationen och sätter in den i ett förståeligt sammanhang.Regeringsuppdraget avgränsades genom att inkludera aktörer vilka fokuserade helt eller delvis på havsvatten och som befinner sig utanför det obligatoriska skolväsendet.Aktörerna lyfter fram behov av:finansiellt stöd (som bör vara långsiktigt)nätverk (mötestillfällen skapas)databas (för att dela med sig av marinpedagogiska resurser.Aktörerna efterlyser kunskapsmaterial av olika slag, främst:skriftligt material/information (material anpassade för olika åldrarDigitala resurser (för att inspirera och engagera ungdomar)forskarkontakt (som behövs för metod- och faktakoll)
|
|
| 16. |
- Fauville, Geraldine, et al.
(författare)
-
Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men
- 2021
-
Ingår i: SSRN Electronic Journal. - : SSRN. - 1556-5068.
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- There is little data on Zoom Fatigue, the exhaustion that follows video conference meetings. This paper administers the Zoom Exhaustion & Fatigue scale to 10,591 participants from a convenience sample and tests the associations between five theoretical nonverbal mechanisms and Zoom Fatigue – mirror anxiety, being physically trapped, hyper gaze from a grid of staring faces, and the cognitive load from producing and interpreting nonverbal cues. First, we show that daily usage predicts the amount of fatigue, and that women have longer meetings and shorter breaks between meetings than men. Second, we show that women have greater Zoom fatigue than men. Third, we show that the five nonverbal mechanisms for fatigue predict Zoom fatigue. Fourth, we confirm that mirror anxiety mediates the difference in fatigue across gender. Exploratory research shows that race, age, and personality relate to fatigue. We discuss avenues for future research and strategies to decrease Zoom fatigue.
|
|
| 17. |
- Fauville, Geraldine
(författare)
-
Ocean literacy in the twenty-first century
- 2019
-
Ingår i: Exemplary Practices in Marine Science Education: A Resource for Practitioners and Researchers. - Cham : Springer. - 9783319907789 ; , s. 3-11
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- An ocean literate person is someone who understands the fundamental concepts about the functioning of the ocean, who is able to communicate about the ocean in a meaningful way and who is able to make informed and responsible decisions regarding the ocean and its resources. Before diving into this book describing inspiring practices aiming at increasing ocean literacy around the world, this introduction will set the scene. This chapter starts by describing the environmental context in which citizens live and what it entails in terms of knowledge and responsible behaviour in relation to the marine environment. Then, a brief history of ocean literacy is provided in order to provide some context to this book. Finally, this introduction concludes with a reflection on the different challenges encountered when teaching about the ocean and the importance to publish initiatives that promote marine education inside and outside of school for citizens of all age.
|
|
| 18. |
- Fauville, Geraldine, et al.
(författare)
-
Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
- 2020
-
Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
-
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.
|
|
| 19. |
- Fauville, Geraldine
(författare)
-
Questions as indicators of ocean literacy: students' online asynchronous discussion with a marine scientist
- 2017
-
Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 39:16, s. 2151-2170
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The students' questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students' questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
- Fauville, Geraldine, et al.
(författare)
-
Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe
- 2018
-
Ingår i: Marine Policy. - : Elsevier BV. - 0308-597X. ; 91, s. 85-96
-
Tidskriftsartikel (refereegranskat)abstract
- Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being. •Collective Intelligence shows barriers to teaching 12–19 year-olds about the ocean.•Education stakeholder consultations ran in eight European countries.•European influence map represents the relationships among barriers.•Barriers in “Awareness and perceived knowledge” theme are the most influential.•Resources, courses and networks are options that can be used to address barriers.
|
|
| 23. |
- Fauville, Geraldine, et al.
(författare)
-
Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women
- 2023
-
Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 10
-
Tidskriftsartikel (refereegranskat)abstract
- The widespread adoption of video-conferencing has not only transformed communication at scale, but also increased feelings of Zoom fatigue among workers around the world. Although Zoom fatigue is well-documented, it is still unclear what aspects of video-conferencing contribute to this sense of exhaustion. This paper leveraged theory on computer-mediated communication (CMC) to investigate the causes of Zoom fatigue in an online convenience sample of 9787 participants. We provide empirical evidence that Zoom fatigue is influenced by the dynamics of individuals' video-conferencing usage and their psychological experience of the meeting. Specifically, our results support Bailenson's theory of nonverbal overload (2021) that video-conferences are exhausting because maintaining the nonverbal communication cues required in video-based calls (e.g., making eye contact with many people at once) can be draining. We found that people who used video-conferencing more frequently, for longer, and with fewer breaks reported more Zoom fatigue. However, people also experienced more Zoom fatigue when they experienced (1) mirror anxiety from seeing their self-image, (2) hyper-gaze from feeling watched by many faces, (3) feeling physically trapped, and challenges in (4) effort in producing nonverbal cues, and (5) effort in monitoring others' nonverbal cues, even when controlling for differences in usage dynamics. Relative to men, women also reported greater Zoom fatigue after video-conferencing because they experienced the above nonverbal mechanisms to a greater extent. This work advances theory on CMC by reflecting on how video-conferencing can recreate and reconfigure nonverbal cues present in face-to-face communication. We discuss practical strategies to combat Zoom fatigue to improve digital well-being.
|
|
| 24. |
|
|
| 25. |
- Fauville, Geraldine, et al.
(författare)
-
Zoom Exhaustion & Fatigue Scale
- 2021
-
Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 4
-
Tidskriftsartikel (refereegranskat)abstract
- In 2020, video conferencing went from a novelty to a necessity, and usage skyrocketed due to shelter-in-place throughout the world. However, there is a scarcity of academic research on the psychological effects and mechanisms of video conferencing, and scholars need tools to understand this drastically scaled usage. The current paper presents the development and validation of the Zoom Exhaustion & Fatigue Scale (ZEF Scale). In one qualitative study, we developed a set of interview prompts based on previous work on media use. Those interviews resulted in the creation of 49 survey items that spanned several dimensions. We administered those items in a survey of 395 respondents and used factor analyses to reduce the number of items from 49 to 15, revealing five dimensions of fatigue: general, social, emotional, visual, and motivational fatigue. Finally, in a scale validation study based on 2724 respondents, we showed the reliability of the overall scale and the five factors and demonstrated scale validity in two ways. First, frequency, duration, and burstiness of Zoom meetings were associated with a higher level of fatigue. Second, fatigue was associated with negative attitudes towards the Zoom meetings. We discuss future directions for validation and expansion of the scale.
|
|
| 26. |
- Hakkarainen, Kai, et al.
(författare)
-
Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
-
Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
-
Konferensbidrag (refereegranskat)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
|
|
| 27. |
|
|
| 28. |
- Lantz-Andersson, Annika, et al.
(författare)
-
Concepts, materiality and emerging cognitive habits : The case of calculating carbon footprints for understanding environmental impact
- 2020. - 1
-
Ingår i: Designs for experimentation and inquiry. - London : Routledge. - 9781138592735 - 9780429489839 ; , s. 13-30
-
Bokkapitel (refereegranskat)abstract
- Over the last century human activities have resulted in a rapid accumulation of carbon dioxide (CO2) in the atmosphere, creating severe damages in the environment. This study investigates how the use of a digital tool, a so-called carbon footprint calculator (CFC), instrumental to calculating CO2 emissions of human activities, co-determines high school students’ ways of reasoning about their footprint in the context of a global online discussion forum. Our aim is two-fold: 1) to show how what is commonly conceived of as acts of thinking and reasoning are grounded in materiality, in artefacts, and how human agency is shaped by the use of symbolic technologies, 2) to illustrate some of the consequences of this perspective in the specific case of learning about the environment. The findings imply that the received values on the CFC mediate tangible access points to something quite abstract that serve as eye-openers, supporting students’ reasoning about emissions. Consequently, this tool provides shortcuts between a given behaviour and the emission associated with it, and it may be seen as exercising agency when put to use in a problem-solving situation, moving human reasoning in specific directions © 2021 Informa UK Limited
|
|
| 29. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
-
Concepts, materiality and emerging cognitive habits: The case of calculating carbon footprints for understanding environmental impact.
- 2019
-
Ingår i: Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Åsa Mäkitalo, Todd E. Nicewonger, Mark Elam (red.). - New York : Routledge. - 9781138592711 ; , s. 13-30
-
Bokkapitel (refereegranskat)abstract
- The interest behind the present study can be found at two levels. First, our aim is to show how what is commonly conceived of as acts of thinking and reasoning are grounded in materiality, in artefacts, and in what Donald (2010) refers to as symbolic technologies. Thinking (and learning) in this perspective implies engaging with symbolic technologies designed to provide access to human insights and experiences that have been generated over a long time and then built into artefacts. A corollary of this perspective is that human agency is shaped by the use of symbolic technologies, but the opposite is also true; technologies embody and exercise agency in social practices. Second, our aim is to illustrate some of the consequences of this perspective in the specific case of learning about the environment. More precisely, we will report a study of how students learn to understand, calculate and account for the environmental impact of their own daily activities. The symbolic technology they engage with is a so-called Carbon Footprint Calculator (CFC), a tool for estimating carbon dioxide (CO2) emissions. This study investigates how the use of a digital tool such as a CFC co-determines high school students’ ways of reasoning about their carbon footprint in the context of a global online discussion forum. In other words, our analysis concerns how students learn to understand what a carbon footprint is, and how it may be measured and related to how they lead their lives.
|
|
| 30. |
- Mado, Marijn, et al.
(författare)
-
Accessibility of Educational Virtual Reality for Children During the COVID-19 Pandemic
- 2022
-
Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
-
Tidskriftsartikel (refereegranskat)abstract
- This article provides an exploratory inquiry into children’s use of educational virtual reality (VR) at home, thereby complementing prior experimental research about the effects of VR on children. In order to assess the potentially innovative role that VR can play in remote instruction, this study collected data from parents and legal guardians reporting on their children’s VR use at home during the first wave of the shelter-in-place measures resulting from the coronavirus disease (COVID-19) pandemic. From April to July 2020, parents and legal guardians who own VR devices participated in a survey (n = 311), longitudinal follow-up surveys (n = 60), and in-depth interviews (n = 20). The results indicate how VR can function as an innovative tool for socioemotional learning in a situation of remote instruction by (a) enhancing school materials and (b) sparking conversations about current affairs. Additionally, the results highlight two main barriers obstructing children’s learning with VR. First, VR technology is gendered and may hinder the usage of both women and girls. Second, educational content is hard to find and lacks contextualizing complementary materials. With regard to the first barrier, the authors argue that the gender issue should be addressed in order to make VR more accessible to all children. This article addresses the second barrier by providing a database of educational VR applications. Ultimately, educational VR applications should be complemented with contextualizing materials to reach VR’s potential as an innovative learning tool.
|
|
| 31. |
- Petersson, Emma, 1981, et al.
(författare)
-
Knowing nature through experimentation: Science literacy and the situatedness of knowing
- 2011
-
Ingår i: European Association for Research on Learning and Instruction, August 30-September 3, 2011, Exeter, United Kingdom.
-
Konferensbidrag (refereegranskat)abstract
- The background of the present study is an interest in issues of learning and knowing across social settings. In recent years, such problems have come to be understood in terms of literacy, i.e. the ability of people to use textual and multimodal resources to understand real-world issues. The analysis reported here takes its point of departure in John Dewey’s argumentation that learning about scientific methods and inquiry can provide such a platform for learning generalized skills. Students (aged 16-17), studying the environment and climate issues, had access to a virtual lab, referred to as the acid ocean virtual lab, to conduct inquiries and experiments that concern climate change. The analysis builds on a sample of 80 students who took part in written problem-solving test as outcome measure. The students were required to design an experiment addressing a specific environmental issue. The problem was given as an individual written task before as well as after teaching/lab sessions. The results show that students increase their use of scientifically relevant terminology (‘sample’, ‘measure’ etc.) and they improve their ability to outline an experiment during the course. However, science literacy also implies realizing what a relevant interpretation of a problem is in order to be able to answer it through a scientific experiment.
|
|
| 32. |
|
|
| 33. |
- Queiroz, Anna Carolina, et al.
(författare)
-
Do Students Learn Better With Immersive Virtual Reality Videos Than Conventional Videos? A Comparison of Media Effects With Middle School Girls
- 2022
-
Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:3, s. 1-17
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents two studies comparing the effects of educational immersive virtual reality (IVR) versus traditional videos on conceptual knowledge and self-efficacy. Learning was measured through multiple-choice questions assessing conceptual knowledge and open-ended questions assessing knowledge understanding, knowledge application, and knowledge creation, based on Bloom’s taxonomy of learning objectives. In Experiment 1, 53 eighth-grade students from an all-girls school learned about humans’ impact on the ocean through either 360° videos, using a virtual reality (VR) headset, or through traditional videos, using a computer monitor. Measures were taken before and right after treatment. In Experiment 2, 139 sixth-to-eighth grade students from the same school used the same instructional material and equipment from Experiment 1, and measures were taken four times (before treatment, right after two treatment sessions, and 5 weeks after treatment). Also, we measured learning agency and investigated its mediation role between condition and self-efficacy. The groups did not differ on the multiple-choice scores assessing conceptual knowledge in Experiment 1. In Experiment 2, participants in the IVR group scored higher for knowledge creation than participants in the desktop group, but not knowledge understanding or knowledge application. The IVR group scored higher on self-efficacy than the desktop group in Experiment 1, but not in Experiment 2. Finally, learning agency mediated the relationship between condition and self-efficacy in Experiment 2, indicating a possible mechanism underlying immersion effects on self-efficacy. Results are discussed in light of cognitive sciences and their implication for learning in immersive virtual reality.
|
|
| 34. |
- Queiroz, Anna C.M., et al.
(författare)
-
Too tired to connect: Understanding the associations between video-conferencing, social connection and well-being through the lens of zoom fatigue
- 2023
-
Ingår i: Computers in Human Behavior. - 0747-5632 .- 1873-7692. ; 149
-
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.
|
|
| 35. |
- Queiroz, Anna Carolina Muller, et al.
(författare)
-
Tradução, validação e aplicação da Escala ZEF (ZEF Scale) para avaliação da Fadiga Zoom na população brasileira
- 2021
-
Ingår i: SSRN Electronic Journal. - : SSRN. - 1556-5068.
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- O uso de videoconferências vem aumentando consideravelmente. Em 2021, a Escala ZEF (Zoom Fatigue and Exhaustion Scale) foi desenvolvida e validada para avaliar a fadiga decorrente do uso de videoconferência em 5 domínios (geral, visual, social, motivacional e emocional). Este estudo apresenta a tradução da Escala ZEF para o português, a validação transcultural para o Brasil e a validação contextual da Escala ZEF nos contextos educacional e empresarial. Os resultados da análise fatorial confirmatória, dos testes de confiabilidade e de validação, considerando uma amostra de 633 participantes do Brasil, indicaram que a tradução e a validação transcultural foram realizadas com sucesso e a versão em português da Escala ZEF é adequada para ser utilizada com a população brasileira. Uma análise fatorial multigrupo indicou que a configuração e os parâmetros da Escala ZEF são semelhantes nos contextos educacional e empresarial, validando sua aplicação para esses contextos. Além disso, o presente estudo mostrou uma replicação dos resultados de estudos anteriores sobre as associações entre o uso de videoconferência (duração, frequência e proximidade entre as sessões) e a pontuação na Escala ZEF, e também dos efeitos de gênero na fadiga, sendo que as mulheres relataram níveis de fadiga em média 20,6% maior do que os homens. Identificou-se também a replicação de resultados de estudos anteriores quanto a associação entre os níveis de fadiga e a idade, com uma redução da fadiga com o aumento da idade. Finalmente, os resultados mostraram que os participantes que usam videoconferências principalmente para fins de estudo relataram níveis de fadiga em média 16,7% mais elevados do que os participantes que usam videoconferências para o trabalho. A escala está disponível em: https://vhil.stanford.edu/zef/
|
|
| 36. |
- Queiroz, Anna, et al.
(författare)
-
The Efficacy of Virtual Reality in Climate Change Education Increases with Amount of Body Movement and Message Specificity
- 2023
-
Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 15:7
-
Tidskriftsartikel (refereegranskat)abstract
- Climate change impacts are felt globally, and the impacts are increasing in severity and intensity. Developing new interventions to encourage behaviors that address climate change is crucial. This pre-registered field study investigated how the design of a virtual reality (VR) experience about ocean acidification could impact participants’ learning, behavior, and perceptions about climate change through the manipulation of the experience message framing, the sex of voice-over and the pace of the experience, and the amount of participants’ body movement. The study was run in 17 locations such as museums, aquariums, and arcades in the U.S., Canada, the U.K., and Denmark. The amount of body movement was a causal mechanism, eliciting higher feelings of self-efficacy while hindering learning. Moreover, linking the VR narrative about ocean acidification linguistically to climate change impaired learning compared to a message framing that did not make the connection. As participants learned more about the experience, they perceived the risks associated with ocean acidification as higher, and they were more likely to engage in pro-climate behavior. The results shed light on the mechanisms behind how VR can teach about ocean acidification and influence climate change behavior.
|
|
| 37. |
|
|
| 38. |
- Stach, Thomas, et al.
(författare)
-
Nerve cells of Xenoturbella bocki (phylum uncertain) and Harrimania kupfferi (Enteropneusta) are positively immunoreactive to antibodies raised against echinoderm neuropeptides
- 2005
-
Ingår i: Journal of the Marine Biological Association of the UK. ; 85:6, s. 1519-1524
-
Tidskriftsartikel (refereegranskat)abstract
- The phylogenetic position of Xenoturbella spp. has been uncertain since their discovery in 1949. It has been recently suggested that they could be related to Ambulacraria within Deuterostomia. Ambulacraria is a taxon that has been suggested to consist of Hemichordata and Echinodermata. The hypothesis that X. bocki was related to Ambulacraria as well as the hypothesis of a monophyletic Ambulacraria is primarily based on the analysis of DNA sequence data. We tested both phylogenetic hypotheses using antibodies raised against SALMFamide 1 and 2 (S1, S2), neuropeptides isolated from echinoderms, on X. bocki and the enteropneust Harrimania kupfferi. Both species showed distinct positive immunoreactivity against S1 and S2. This finding supports the Ambulacraria-hypothesis and suggests a close phylogenetic relationship of X. bocki to Ambulacraria. In particular, the presence of immunoreactivity against S2 can be interpreted as a synapomorphy of Enteropneusta, Echinodermata, and Xenoturbella spp
|
|
| 39. |
- Stach, Thomas, et al.
(författare)
-
Nerve cells of Xenoturbella bocki (phylum uncertain) and Harrimania kupfferi (Enteropneusta) are positively immunoreactive to antibodies raised against echinoderm neuropeptides
- 2005
-
Ingår i: Journal of the Marine Biological Association of the United Kingdom. - : Cambridge University Press. - 0025-3154 .- 1469-7769. ; 85:6, s. 1519-1524
-
Tidskriftsartikel (refereegranskat)abstract
- The phylogenetic position of Xenoturbella spp. has been uncertain since their discovery in 1949. It has been recently suggested that they could be related to Ambulacraria within Deuterostomia. Ambulacraria is a taxon that has been suggested to consist of Hemichordata and Echinodermata. The hypothesis that X. bocki was related to Ambulacraria as well as the hypothesis of a monophyletic Ambulacraria is primarily based on the analysis of DNA sequence data. We tested both phylogenetic hypotheses using antibodies raised against SALMFamide 1 and 2 (S1, S2), neuropeptides isolated from echinoderms, on X. bocki and the enteropneust Harrimania kupfferi. Both species showed distinct positive immunoreactivity against S1 and S2. This finding supports the Ambulacraria-hypothesis and suggests a close phylogenetic relationship of X. bocki to Ambulacraria. In particular, the presence of immunoreactivity against S2 can be interpreted as a synapomorphy of Enteropneusta, Echinodermata, and Xenoturbella spp.
|
|
