Immersive journalism in the form of virtual reality (VR) headsets and 360°-video is becoming more mainstream and is much touted for inducing greater “presence” than traditional text. But, does this presence influence psychological outcomes of reading news, such as memory for story content, perceptions of credibility, and empathy felt toward story characters? We propose that two key technological affordances of VR (modality and interactivity) are responsible for triggering three presence-related cognitive heuristics (being-there, interaction, and realism), which influence news readers' memory and their perceptions of credibility, empathy, and story-sharing intentions. We report a 3 (storytelling medium: VR vs. 360°-video vs. Text) × 2 (story: “The displaced” and “The click effect”) mixed-factorial experiment, in which participants (N = 129) experienced two New York Times stories (that differed in their emotional intensity) using one of three mediums (VR, 360°-video, Text). Participants who experienced the stories using VR and 360°-video outperformed those who read the same stories using text with pictures, not only on such presence-related outcomes as being-there, interaction, and realism, but also on perceived source credibility, story-sharing intention, and feelings of empathy. Moreover, we found that senses of being-there, interaction, and realism mediated the relationship between storytelling medium and reader perceptions of credibility, story recall, and story-sharing intention. These findings have theoretical implications for the psychology of virtual reality, and practical applications for immersive journalism in particular and interactive media in general.

The original Digital Earth concept, formulated by Al Gore (1998), is essentially a virtual reality system. In this (imagined) system, users are able to freely explore all possible recorded knowledg...

Today’s workforce environments are steadily becoming more distributed across the globe, calling for improved ways of facilitating collaborations at a distance, including geo-collaborations or collaborations at critical locations. Newer technology is allowing distributed teams to move away from traditional conference rooms, taking collaborations into the field and giving remote teams more information about the environment. This idea of situating a remote collaborator’s experiences in the field, virtually, promises to enhance the understanding of geographically remote spaces. Newer technologies in virtual reality (VR) hold promise for providing mobile spatial experiences in real-time, without being tied to fixed hardware, such as systems in conference rooms. An exploratory study using VR technology on remote user experiences in a collaboration was conducted to identify the added value for remote collaborators. The findings suggest immersive capabilities improve feelings of presence in the remote locations and perceptions of being in the remote location increase feelings of team membership.

We are creating an immersive analytics tool for exploring the output of a Dynamic Integrated Climate-Economy (DICE) model, and present early work on the prototype system. DICE models and other Integrated Assessment Models (IAMs) are critical for informing environmental decision making and policy analysis. They often produce complex and multi-layered output, but need to be understood by decision makers who are not experts. We discuss our current and targeted feature set in order to help address this challenge. Additionally, we look ahead to the potential for rigorous evaluation of the system to uncover whether or not it is an improvement over current visualization methods.

Field trips are an essential part in many disciplines taught in K12 STEM (Science, Technology, Engineering, and Math) education inside and outside the US such as geography, geosciences, and architecture. Field trips foster embodied experiences of places where students can be situated into an informal learning environment. However, field trips are underutilized due to numerous constraints, a situation that current mass development in immersive technologies promises to eliminate. This paper presents an educational project that aims at creating and empirically evaluating virtual reality (VR) experiences for the geosciences: an interactive volcano experience based on LiDAR (Light Detection And Ranging) and image data of Iceland's Thrihnukar volcano. This work-in-progress prototype addresses the lack of content and tools for immersive virtual reality (iVR) in geoscientific education and research and how to make it easier to integrate iVR into classroom experiences. It makes use of environmentally sensed data such that interaction and linked content can be integrated into a single experience. We discuss our workflows as well as methods and authoring tools for iVR analysis and creation of virtual educational experiences. These methods and tools aim to enhance the utility of geospatial data from repositories such as OpenTopography.org through unlocking treasure-troves of geospatial data for VR applications. Their enhanced accessibility in education and research for the geosciences and beyond will benefit geoscientists and educators who cannot be expected to be VR and 3D application experts.