| 1. |
- Calil, J., et al.
(författare)
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Using Virtual Reality in Sea Level Rise Planning and Community Engagement-An Overview
- 2021
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Ingår i: Water. - : MDPI AG. - 2073-4441. ; 13:9
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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.
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| 2. |
- Chen, Ying-Fang, et al.
(författare)
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Working toward an international assessment of ocean literacy: Validating instrument with Rasch measurement model
- 2020
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Ingår i: American Educational Research Association (AERA) annual meeting.
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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.
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| 3. |
- Fauville, Geraldine, et al.
(författare)
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Impression Formation From Video Conference Screenshots: The Role of Gaze, Camera Distance, and Angle
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
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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.
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| 4. |
- Fauville, Geraldine, et al.
(författare)
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Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men
- 2021
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Ingår i: SSRN Electronic Journal. - : SSRN. - 1556-5068.
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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.
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| 5. |
- 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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| 6. |
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| 7. |
- Fauville, Geraldine, et al.
(författare)
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Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women
- 2023
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Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 10
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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.
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| 8. |
- Fauville, Geraldine, et al.
(författare)
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Zoom Exhaustion & Fatigue Scale
- 2021
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Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 4
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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.
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| 9. |
- Lantz-Andersson, Annika, et al.
(författare)
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Concepts, materiality and emerging cognitive habits : The case of calculating carbon footprints for understanding environmental impact
- 2020. - 1
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Ingår i: Designs for experimentation and inquiry. - London : Routledge. - 9781138592735 - 9780429489839 ; , s. 13-30
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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
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| 10. |
- Mado, Marijn, et al.
(författare)
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Accessibility of Educational Virtual Reality for Children During the COVID-19 Pandemic
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
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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.
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