Virtual Reality Nature Experiences Involving Wolveson YouTube: Presence, Emotions, and Attitudes inImmersive and Nonimmersive Settings

Please use this identifier to cite or link to this item:
Open Access logo originally created by the Public Library of Science (PLoS)
Title: Virtual Reality Nature Experiences Involving Wolveson YouTube: Presence, Emotions, and Attitudes inImmersive and Nonimmersive Settings
Authors: Filter, Elin
Eckes, Alexander
Fiebelkorn, Florian
Büssing, Alexander Georg
ORCID of the author:
Abstract: As some nature experiences, such as viewing wild animals, may be diffcult 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° videos fromthe social media siteYouTube 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° 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.
Citations: Sustainability, 12(9), 3823, 2020, 1-22
Subject Keywords: virtual reality; nature experiences; immersion; presence; emotions; education for sustainable development; return of the wolf
Issue Date: 8-May-2020
License name: Attribution 3.0 Germany
License url:
Type of publication: Einzelbeitrag in einer wissenschaftlichen Zeitschrift [article]
Appears in Collections:FB05 - Hochschulschriften

Files in This Item:
File Description SizeFormat 
sustainability-12-03823_Filter_et_al.pdfArticle517,47 kBAdobe PDF

This item is licensed under a Creative Commons License Creative Commons