Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education

Serby, Thomas W.J.

doi:10.1007/s10991-011-9095-z

Cited by 3 publications

(2 citation statements)

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“…Suspension of disbelief, immersive tendency, introversion, and empathy are internal experiences that relate to this research into learning within a virtual environment (Thornson et al, 2009). Originating from perceptions around media such as theater, suspension of disbelief is the phenomenon in which a participant in a virtual/synthetic/augmented environment is able to overlook and even forget the fact that the environment is not natural, but constructed and contrived, in order to enhance engagement, presence, and belief of the experience being provided/created (Boellstorff, 2011;Dede, 2009;Jeffries, 2008;Kantor, Waddington, and Osgood, 2000;LeRoy Heinrichs, Youngblood, Harter, and Dev, 2008;Maynes and et al, 1996;Park, Calvert, Brantingham, and Brantingham, 2008;Serby, 2011;Steuer, 1993).…”

Section: Suspension Of Disbeliefmentioning

confidence: 99%

“…The original concept of suspension of disbelief was actually referred to as willing suspension of disbelief, in which the implication of a conscious action on the part of the participant is central (Steuer, 1993;Serby, 2011). This idea, originating with the poet Samuel Coleridge in the early 1900s, is being challenged by the technology of the day, in which one may willingly suspend disbelief but the technology may also have the power to envelop the user yielding less power than an individual who chooses to pick up a book (Holland, 2008).…”

Section: Suspension Of Disbeliefmentioning

confidence: 99%

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Identifying and Coding Behavioral Indicators of Social Presence With a Social Presence Behavioral Coding System

Hayes

Hughes

Bailenson

2022

Front. Virtual Real.

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Social presence, the sense of connection with another, is more important than ever as teachers, healthcare providers, and other professionals are using immersive tools to facilitate the social interaction for education, training, therapy and collaboration between geographically distributed humans and surrogates (avatars, agents, or robots). Leading researchers cite the subjective nature of the traditional self-report measures of social presence and the absence of a standardized approach to measuring social presence as a constraint to gaining deeper understanding of user’s experiences of emerging and existing tools. This discourse highlights behavioral indicators of social presence that have been identified over decades across disciplines from psychology, communication, computer science, education, and engineering. The authors explicate the behavioral themes of social presence and describe a classification system grounded in exogenic and endogenic themes of social presence. This article goes on to describe the design of a social presence behavioral coding system (SPBCS) instrument that provides a structure to coding behaviors associated with a users’ experience of social presence. The behavioral coding system described in this paper is the first step in creating a robust standardized approach to quantifying social presence through behavioral, physiological, and subjective indicators that ultimately may replace the current standard subjective approaches to describing the user’s experience in all realities.

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Section: Suspension Of Disbeliefmentioning

confidence: 99%