Using Exaggerated Feedback in a Virtual Reality Environment to Enhance Behavior Intention of Water-Conservation

Autor/inn/en	Hsu, Wei-Che; Tseng, Ching-Mei; Kang, Shih-Chung
Titel	Using Exaggerated Feedback in a Virtual Reality Environment to Enhance Behavior Intention of Water-Conservation
Quelle	In: Educational Technology & Society, 21 (2018) 4, S.187-203 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Water; Conservation (Environment); Educational Technology; Technology Uses in Education; Computer Simulation; Simulated Environment; Experiential Learning; Behavior; Intention; Educational Games; Attitude Change; Behavior Change; Feedback (Response); Taiwan + Suchen Sie Ihr Suchwort? Ausland; Wasser; Conservation; Environment; Konservierung; Bewahung; Umwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Künstliche Umwelt; Experiental learning; Erfahrungsorientiertes Lernen; Educational game; Lernspiel; Attitudinal change; Einstellungsänderung
Abstract	Taiwan has long been categorized as a country suffering from water shortages. The acquisition of knowledge and development of the concept of water conservation, and the development water conservation habits, are considered a civic responsibility of the citizens. The purpose of the present study was to utilize an immersive virtual environment technology (IVET) to create virtual experiences that expose individuals to vivid information with personal relevance and immediacy in hopes of increasing the behavior intention to conserve water. A mediated virtual experience was provided in the form of an experiential learning game, in which participants were situated in a virtual bathroom and asked to repeatedly use a 600-milliliter bottle to fill a specific water tank to flush a toilet and take a one-minute shower. While consuming the water resources, participants received exaggerated feedback (EF) to intensify the negative consequences of water consumption (direct EF) and/or environmental damage (ambient EF) that emphasized personal affective responses. A total of 165 players, separated into four groups according to the ambient or/and direct EF conditions, experienced the game activities. ANOVA was used to examine the effects of the experimental intervention. The results showed that the immersive virtual reality game in this study caused significant changes in cognition and behavior intention. This study contributes a novel persuasive technology specific to water resources. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01