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  1. Abstract

    As the metaverse expands, understanding how people use virtual reality to learn and connect is increasingly important. We used the Transformed Social Interaction paradigm (Bailenson et al., 2004) to examine different avatar identities and environments over time. In Study 1 (n = 81), entitativity, presence, enjoyment, and realism increased over 8 weeks. Avatars that resembled participants increased synchrony, similarities in moment-to-moment nonverbal behaviors between participants. Moreover, self-avatars increased self-presence and realism, but decreased enjoyment, compared to uniform avatars. In Study 2 (n = 137), participants cycled through 192 unique virtual environments. As visible space increased, so did nonverbal synchrony, perceived restorativeness, entitativity, pleasure, arousal, self- and spatial presence, enjoyment, and realism. Outdoor environments increased perceived restorativeness and enjoyment more than indoor environments. Self-presence and realism increased over time in both studies. We discuss implications of avatar appearance and environmental context on social behavior in classroom contexts over time.

     
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    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. 
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