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Virtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings

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  • Elin Filter

    (Didactics of Biology, Osnabrück University, 49076 Osnabrück, Germany)

  • Alexander Eckes

    (Didactics of Biology, Osnabrück University, 49076 Osnabrück, Germany)

  • Florian Fiebelkorn

    (Didactics of Biology, Osnabrück University, 49076 Osnabrück, Germany)

  • Alexander Georg Büssing

    (Institute of Science Education, Leibniz University Hannover, 30167 Hannover, Germany)

Abstract

As some nature experiences, such as viewing wild animals, may be difficult 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 from the social media site YouTube 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.

Suggested Citation

  • Elin Filter & Alexander Eckes & Florian Fiebelkorn & Alexander Georg Büssing, 2020. "Virtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings," Sustainability, MDPI, vol. 12(9), pages 1-22, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3823-:d:355263
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    Cited by:

    1. Giulia Wally Scurati & Marco Bertoni & Serena Graziosi & Francesco Ferrise, 2021. "Exploring the Use of Virtual Reality to Support Environmentally Sustainable Behavior: A Framework to Design Experiences," Sustainability, MDPI, vol. 13(2), pages 1-20, January.
    2. Laís Viera Trevisan & João Henrique Paulino Pires Eustachio & Bárbara Galleli Dias & Walter Leal Filho & Eugênio Ávila Pedrozo, 2024. "Digital transformation towards sustainability in higher education: state-of-the-art and future research insights," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 26(2), pages 2789-2810, February.

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