The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.

Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.

As coastal communities around the globe contend with the impacts of climate change including coastal hazards such as sea level rise and more frequent coastal storms, educating stakeholders and the general public has become essential in order to adapt to and mitigate these risks. Communicating SLR and other coastal risks is not a simple task. First, SLR is a phenomenon that is abstract as it is physically distant from many people; second, the rise of the sea is a slow and temporally distant process which makes this issue psychologically distant from our everyday life. Virtual reality (VR) simulations may offer a way to overcome some of these challenges, enabling users to learn key principles related to climate change and coastal risks in an immersive, interactive, and safe learning environment. This article first presents the literature on environmental issues communication and engagement; second, it introduces VR technology evolution and expands the discussion on VR application for environmental literacy. We then provide an account of how three coastal communities have used VR experiences developed by multidisciplinary teams—including residents—to support communication and community outreach focused on SLR and discuss their implications.

Climate change impacts are felt globally, and the impacts are increasing in severity and intensity. Developing new interventions to encourage behaviors that address climate change is crucial. This pre-registered field study investigated how the design of a virtual reality (VR) experience about ocean acidification could impact participants’ learning, behavior, and perceptions about climate change through the manipulation of the experience message framing, the sex of voice-over and the pace of the experience, and the amount of participants’ body movement. The study was run in 17 locations such as museums, aquariums, and arcades in the U.S., Canada, the U.K., and Denmark. The amount of body movement was a causal mechanism, eliciting higher feelings of self-efficacy while hindering learning. Moreover, linking the VR narrative about ocean acidification linguistically to climate change impaired learning compared to a message framing that did not make the connection. As participants learned more about the experience, they perceived the risks associated with ocean acidification as higher, and they were more likely to engage in pro-climate behavior. The results shed light on the mechanisms behind how VR can teach about ocean acidification and influence climate change behavior.