The Effects of Virtual Reality News on Learning about Climate Change

被引：26

作者：

Barnidge, Matthew ^{[1
]}

Sherrill, Lindsey A. ^{[2
]}

Kim, Bumsoo ^{[3
]}

Cooks, Eric ^{[4
]}

Deavours, Danielle ^{[5
]}

Viehouser, Michael ^{[1
]}

Broussard, Ryan ^{[6
]}

Zhang, Jiehua ^{[1
]}

机构：

[1] Univ Alabama, Dept Journalism & Creat Media, Box 870172, Tuscaloosa, AL 35487 USA

[2] Univ North Alabama, Dept Management & Mkt, Florence, AL USA

[3] Joongbu Univ, Dept Media & Commun, Daejeon, South Korea

[4] Univ Florida, STEM Translat Commun Ctr, Gainesville, FL USA

[5] Univ Montevallo, Dept Commun, Montevallo, AL USA

[6] Sam Houston State Univ, Dept Mass Commun, Huntsville, TX 77340 USA

来源：

MASS COMMUNICATION AND SOCIETY | 2022年 / 25卷 / 01期

关键词：

COGNITIVE ABSORPTION; AUGMENTED REALITY; DEFICIT MODEL; SCIENCE; FLOW; INFORMATION; EXPERIENCE; ATTITUDES;

D O I：

10.1080/15205436.2021.1925300

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

Promoting public knowledge about climate is important for garnering support for climate-change policy, and researchers have begun to study the effectiveness of new technologies as learning tools. News organizations are increasingly producing immersive journalism, including virtual reality (VR) and augmented reality (AR), and this study tests whether VR news can be an effective tool for learning about climate change. Based on results from a controlled, in-person laboratory experiment comparing an immersive VR news story to 360 degrees-video and text-with-images versions, we find no main effects on the learning outcomes. However, we do find indirect effects on cognitive elaboration, which are conditional on preexisting knowledge about climate change. Results are discussed in light of their implications for theory about learning in multimedia environments, as well as their implications for the science of science communication.

引用

页码：1 / 24

页数：24

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