Research Outputs

Permanent URI for this communityhttps://hdl.handle.net/20.500.14288/2

Browse

Filters

20211

Advanced Search

Filter by

Settings

Department: search.filters.department.Department of PsychologySubject: search.filters.subject.Virtual reality

Search Results

Now showing 1 - 1 of 1
  • Placeholder
    PublicationMetadata only
    Qualitative dimensions of technology-mediated reflective learning: the case of VR experience of psychosis
    (Association for Computing Machinery, 2021) Department of Psychology; Department of Psychology; Department of Media and Visual Arts; Department of Media and Visual Arts; Department of Media and Visual Arts; N/A; Department of Media and Visual Arts; N/A; N/A; Eskenazi, Terry; Günay, Aslı; Yantaç, Asım Evren; Vatansever, Ali; Şemsioğlu, Sinem; Gürkan, Onur; Akbaş, Saliha; Kuşçu, Kemal; Faculty Member; Faculty Member; Faculty Member; Faculty Member; Teaching Faculty; PhD Student; Researcher; PhD Student; Other; Department of Psychology; Department of Media and Visual Arts; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; Graduade School of Social Sciences and Humanities; 258780; 222027; 150162; 52621; 121209; N/A; N/A; N/A; N/A
    Self-reflection is evaluation of one’s inferential processes often triggered by complex social and emotional experiences, characterized by their ambiguity and unpredictability, pushing one to re-interpret the experience, and update existing knowledge. Using immersive Virtual Reality (VR), we aimed to support social and emotional learning (SEL) through reflection in psychology education. We used the case of psychosis as it involves ambiguous perceptual experiences. With a codesign workshop, we designed a VR prototype that simulates the perceptual, cognitive, affective, and social elements of psychotic experiences, followed by a user-study with psychology students to evaluate the potential of this technology to support reflection. Our analyses suggested that technology-mediated reflection in SEL involves two dimensions: spontaneous perspective-taking and shared state of affect. By exploring the subjective qualities of reflection with the said dimensions, our work contributes to the literature on technology-supported learning and VR developers designing for reflection.