Exploring Students’ Immersive VR Experiences as Resources for Collaborative Meaning Making and Learning
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By adopting a situated and interactional approach, we explore students’ immersive VR experiences as resources for collaborative meaning making and learning. We draw on data from a project in which teachers and researchers co-developed a learning design for upper secondary students involving immersive VR technology. In this learning design, students viewed a cinematic VR film where they encountered different people telling personal stories about exclusion and discrimination, followed by reflective group dialogues with their teacher about their experiences in this environment. Through a detailed interaction analysis of these dialogues, we identify four dimensions that characterize students’ meaning making: (1) the feeling of taking part in conversations, (2) attending to bodily expressions of others, (3) students’ own bodily responses, (4) teacher guidance. We discuss how the findings from our analysis contribute to the field of CSCL, and which also have implications for instructional work that includes the use of immersive VR environments.
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Collaborative activities employing VR are underexplored.
“Silseth et al. [28] note that VR studies that focus on individual learning are designed for experimental research to measure learning and behavioral outcomes and do not take the socially and culturally situated nature of teaching and learning practices into account, with collaborative activities employing VR being underexplored [29,30].”
From A Framework for Participatory Creation of Digital Futures: A Longitudinal Study on Enhancing Media Literacy and Inclusion in K-12 Through Virtual Reality (2025) · cites this paper as [28]
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Lazou, C., & Tsinakos, A. (2025) · Information · doi:10.3390/info16060482 · Cited by 10 · see citing works
- Authors
- Silseth, K., Steier, R., & Arnseth, H. C.
- Affiliations
- University of Oslo (NO)
- OsloMet – Oslo Metropolitan University (NO)
- Corresponding author
- Silseth, Kenneth
- Venue
- International Journal of Computer-Supported Collaborative Learning
- Published
- 2024-02-15
- Volume
- 19
- Issue
- 1
- Pages
- 11-36
- ISSN
- 1556-1607 (ISSN-L)
- 1556-1615
- OpenAlex
- W4391838224
- Cited by
- 20
- References
- 71
- Citations by year
- 2026: 10 · 2025: 9 · 2024: 1
- FWCI
- 5.96
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- International Journal of Computer-Supported Collaborative Learning (publishedVersion, cc-by)
- Funders
- University of Oslo
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- immersive virtual reality, collaborative meaning-making, discrimination and exclusion, situated interaction, body expression, teacher guidance, high school students
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