Paper Type
Complete
Paper Number
1064
Description
Immersive narratives are increasingly employed for educational purposes and awareness promotion. Both national agencies and international organizations are utilizing 360-degree videos to present immersive narratives to garner social attention toward sustainability issues. Despite the prevalence of virtual immersion, there is a lack of understanding regarding how immersive narratives can facilitate knowledge acquisition and promote behaviors. Drawing on the narrative transportation literature, we consider the effects of immersive narratives on sustainability knowledge acquisition. We further investigate the underlying mechanisms of the relationships. We tested our hypotheses in an experiment involving physiological measurements. Results showed that interactivity mode and viewing perspective were helpful to the acquisition of sustainability knowledge. Cognitive immersion and affective immersion were essential mediators. Overall, this study contributes to IS literature by unraveling the effects of immersive narrative on green learning.
Recommended Citation
Choi, Ben and Zhu, Fenfen, "I See and I Remember. I Do and I Understand. Understanding Sustainability through Cognitive and Affective Immersion" (2024). PACIS 2024 Proceedings. 4.
https://aisel.aisnet.org/pacis2024/track12_hci/track12_hci/4
I See and I Remember. I Do and I Understand. Understanding Sustainability through Cognitive and Affective Immersion
Immersive narratives are increasingly employed for educational purposes and awareness promotion. Both national agencies and international organizations are utilizing 360-degree videos to present immersive narratives to garner social attention toward sustainability issues. Despite the prevalence of virtual immersion, there is a lack of understanding regarding how immersive narratives can facilitate knowledge acquisition and promote behaviors. Drawing on the narrative transportation literature, we consider the effects of immersive narratives on sustainability knowledge acquisition. We further investigate the underlying mechanisms of the relationships. We tested our hypotheses in an experiment involving physiological measurements. Results showed that interactivity mode and viewing perspective were helpful to the acquisition of sustainability knowledge. Cognitive immersion and affective immersion were essential mediators. Overall, this study contributes to IS literature by unraveling the effects of immersive narrative on green learning.
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