Bearing Witness: A commentary on climate action and immersive climate change exhibitions

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Bearing Witness: A commentary on climate action and immersive climate change exhibitions

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Author(s): Ann Borda

Publication date (Print): July 2023

Conference name: Proceedings of EVA London 2023 (EVA 2023)

Conference theme: Since 1990, the EVA London Conference has established itself as one of the United Kingdom’s most innovative and interdisciplinary conferences in the field of digital visualisation. The papers and abstracts in this volume cover areas such as the arts, culture, heritage, museums, music, performance, visual art, and visualisation, as well as related interdisciplinary areas, in combination with technology. The latest research and work by early career researchers, established scholars, practitioners, research students, and visual artists, can be found in this volume, published in full colour.

Conference date: 10–14 July 2023

Keywords: Climate change, Virtual Reality, Extended Reality, Digital culture, Digital cultural heritage, Museums, Climate literacy

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Ann Borda: https://www.ucl.ac.uk/information-studies/ann-borda

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Publication date: July 2023

Publication date (Print): July 2023

Pages: 15-22

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[0001]University of Melbourne, Australia

University College London, UK

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DOI: 10.14236/ewic/EVA2023.3

SO-VID: 8a507e21-be52-45aa-9f71-f91a19da74b4

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This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: Proceedings of EVA London 2023

Conference acronym: EVA 2023

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Conference location: London

Conference date: 10–14 July 2023

Conference sponsor: Electronic Workshops in Computing (eWiC)

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1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/EVA2023.3

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BIBLIOGRAPHY

ACMI (2016). The Story Behind Collisions. Australian Centre for the Moving Image, Melbourne, Australia. https://www.acmi.net.au/stories-and-ideas/story-behind-collisions/
B. Barba, V. Lee-Ah Mat, A Gomez, & J. Pirovich (2022). Discussion Paper: First Nations' Culture in the Metaverse, March 16, 2022. SSRN. http://dx.doi.org/10.2139/ssrn.4058777
N. Barbalios; I. Ioannidou; P. Tzionas; S. Paraskeuopoulos A model supported interactive virtual environment for natural resource sharing in environmental education. Comput. Educ. 2013, 62, 231–248.
S. Boiano, A. Borda, and G. Gaia (2019). Participatory innovation and prototyping in the cultural sector: A case study. In J. Weinel, J. P. Bowen, G. Diprose, and N. Lambert (eds.), EVA London 2019: pp. 18–26. DOI: 10.14236/ewic/EVA2019.3.
M. H. E. M. Browning, K. J. Mimnaugh, C. J. van Riper, H. K. Laurent and S. M. LaValle (2020). Can simulated nature support mental health? Comparing short, single-doses of 360-degree nature videos in virtual reality with the outdoors’, Frontiers in Psychology, 10, 2667, https://doi.org/10.3389/fpsyg.2019.02667
Y.-C. Chien; Y.-N. Su; T.-T. Wu; Y.-M. Huang Enhancing students’ botanical learning by using augmented reality. Univers. Access Inf. Soc. 2019, 18, 231–241. https://doi.org/10.1007/s10209-017-0590-4
G. Fauville, A.C. Muller Queiroz, & J.N. Bailenson (2020). Virtual reality as a promising tool to promote climate change awareness, IN: Editor(s): Jihyun Kim, Hayeon Song, Technology and Health, Academic Press, pp. 91–108, https://doi.org/10.1016/B978-0-12-816958-2.00005-8
G. Fauville, ACM. Queiroz, L. Hambrick, BA Brown, & JN. Bailenson (2021). Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community. Environmental Education Research, 27:2, 254–278, DOI: 10.1080/13504622.2020.1803797.
M.A. Franks (2017). The Desert of the Unreal: Inequality in Virtual and Augmented Reality. UC Davis Law Review 51: 499–538. Available at: https://lawreview.law.ucdavis.edu/issues/51/2/Symposium/51-2_Franks.pdf
R. Harrison and C. Sterling (2021). Reimagining Museums for Climate Action. Museums for Climate Action. London. Available at: https://www.museumsforclimateaction.org/mobilise/book
F Herrera, J Bailenson, E Weisz, E Ogle, J Zaki (2018) Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking. PLoS ONE 13(10): e0204494. https://doi.org/10.1371/journal.pone.0204494
IPCC. (2022) Full Report: Climate Change 2022: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press.
S. R. Iyer (2022).Assessing virtual reality media productions: Findings from a qualitative analysis of immersive experiences in climate change as offered via Oculus TV. Journal Communication Spectrum: Capturing New Perspectives in Communication 12(2), 77–95. https://doi.org/10.36782/jcs.v12i2.2284
M. Jerowsky, A. Borda (2022). Virtual reality can support and enhance outdoor environmental education. The Conversation1 July 11, 2022. Available at: https://theconversation.com/virtual-reality-can-support-and-enhance-outdoor-environmental-education-183579
L. Kelly (2006). Museums as Sources of Information and Learning. IN F. Cameron &A. Witcomb (eds). Open Museum Journal/Contest and Contemporary Society. 8:1443–5144. Available at: https://publications.australian.museum/museums-as-sources-of-information-and-learning/
Leal Filho,W., B. Lackner, & H. McGhie (Eds.) (2018). Addressing the Challenges in Communicating Climate Change Across Various Audiences. Springer Cham. https://doi.org/10.1007/978-3-319-98294-6
VS Limaye, ML Grabow, VJ Stull and JA. Patz (2020). Developing a definition of climate and health literacy. Health Affairs, 39(12):2182–2188. https://doi.org/10.1377/hlthaff.2020.01116
A.W. Mackay, D. Adger, A.L. Bond, S. Giles, & E. Ochu (2019), Straight-washing ecological legacies. Nat Ecol Evol 3, 1611. https://doi.org/10.1038/s41559-019-1025-9
D.M. Markowitz; R. Laha; B.P. Perone; R.D. Pea; J.N. Bailenson (2018). Immersive virtual reality field trips facilitate learning about climate change. Front. Psychol. 9: 2364.
D.M. Markowitz & J.N. Bailenson (2022). Virtual Reality and The Psychology of Climate Change. Current Opinion in Psychology 42: 60–65. https://doi.org/10.1016/j.copsyc.2021.03.009
A. J. Martingano, F. Hererra, & S. Konrath (2021). Virtual Reality Improves Emotional but Not Cognitive Empathy: A Meta-Analysis. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000034
B. McKenzie (2019). The Possible Museum: Anticipating Future Scenarios. In: W. Leal Filho, B. Lackner, H. McGhie (eds) Addressing the Challenges in Communicating Climate Change Across Various Audiences. Climate Change Management. Springer, Cham. https://doi.org/10.1007/978-3-319-98294-6_27
J. Newell, L. Robin & K. Wehner (Eds.) (2016). Curating the Future: Museums, Communities and Climate Change, Routledge Environmental Humanities.
M. O’Grady (2021). The artists bringing activism into and beyond gallery spaces. New York Times Lifestyle Magazine, oct 1, 2021. Available at: https://www.nytimes.com/2021/10/01/t-magazine/art-activism-forensic-architecture.html
G. B. Petersen, S. Klingenberg, R. E. Mayer, & G. Makransky (2020). The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. British Journal of Educational Technology, 51(6), 2098–2114. https://doi.org/10.1111/bjet.12991
K.U. Phillips (2020). Virtual Reality Has an Accessibility Problem. Scientific American, January 29, 2020. Available at: https://blogs.scientificamerican.com/voices/virtual-reality-has-an-accessibility-problem/
N. Simon (2010) The Participatory Museum. URL: http://www.participatorymuseum.org/
A.M. Soccini & A.M. Marras (2021). Towards a Standard Approach for the Design of a both Physical and Virtual Museum, IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR), Taichung, Taiwan, 2021, pp. 106–108. doi: 10.1109/AIVR52153.2021.00025.
L. Steg & C. Vlek (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. J. Environ. Psychol. 29: 309–317. https://doi.org/10.1016/j.jenvp.2008.10.004
S.P. Thoma, M. Hartmann, J. Christen, B. Mayer, F.W. Mast & D. Weibel (2023). Increasing awareness of climate change with immersive virtual reality. Front. Virtual Real. 4:897034. https://doi.org/10.3389/frvir.2023.897034
A. Thomas & R. Haynes (2020). Black Lives Matter: the link between climate change and racial justice. Climate Analytics, 22 June 2020. Available at: https://climateanalytics.org/blog/2020/black-lives-matter-the-link-between-climate-change-and-racial-justice/
Y. Trope & N. Liberman (2010). Construal-level theory of psychological distance. Psychological review, 117(2), 440–463. https://doi.org/10.1037/a0018963
A-D. Tudor, S. Minocha, M. Collins, & S. Tilling (2018). Mobile virtual reality for environmental education. Journal of Virtual Studies, 9(2) pp. 25–36.
UNESCO (2020). UNESCO Report: Museums around the world in the face of COVID-19. https://unesdoc.unesco.org/ark:/48223/pf0000373530
US Global Change Research Program. Climate literacy: the essential principles of climate science. Washington (DC): US Global Change Research Program; 2009. Available from: https://downloads.globalchange.gov/Literacy/climate_literacy_highres_english.pdf
J.L. Williams, S. Langley, & A. Borda (2021). Virtual nature, inner forest: Prospects for immersive virtual nature art and well-being. Virtual Creativity 11:1, pp. 125–146. https://doi.org/10.1386/vcr_00046_1

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[1] ACMI (2016). The Story Behind Collisions. Australian Centre for the Moving Image, Melbourne, Australia. https://www.acmi.net.au/stories-and-ideas/story-behind-collisions/

[2] B. Barba, V. Lee-Ah Mat, A Gomez, & J. Pirovich (2022). Discussion Paper: First Nations' Culture in the Metaverse, March 16, 2022. SSRN. http://dx.doi.org/10.2139/ssrn.4058777

[3] N. Barbalios; I. Ioannidou; P. Tzionas; S. Paraskeuopoulos A model supported interactive virtual environment for natural resource sharing in environmental education. Comput. Educ. 2013, 62, 231–248.

[4] S. Boiano, A. Borda, and G. Gaia (2019). Participatory innovation and prototyping in the cultural sector: A case study. In J. Weinel, J. P. Bowen, G. Diprose, and N. Lambert (eds.), EVA London 2019: pp. 18–26. DOI: 10.14236/ewic/EVA2019.3.

[5] M. H. E. M. Browning, K. J. Mimnaugh, C. J. van Riper, H. K. Laurent and S. M. LaValle (2020). Can simulated nature support mental health? Comparing short, single-doses of 360-degree nature videos in virtual reality with the outdoors’, Frontiers in Psychology, 10, 2667, https://doi.org/10.3389/fpsyg.2019.02667

[6] Y.-C. Chien; Y.-N. Su; T.-T. Wu; Y.-M. Huang Enhancing students’ botanical learning by using augmented reality. Univers. Access Inf. Soc. 2019, 18, 231–241. https://doi.org/10.1007/s10209-017-0590-4

[7] G. Fauville, A.C. Muller Queiroz, & J.N. Bailenson (2020). Virtual reality as a promising tool to promote climate change awareness, IN: Editor(s): Jihyun Kim, Hayeon Song, Technology and Health, Academic Press, pp. 91–108, https://doi.org/10.1016/B978-0-12-816958-2.00005-8

[8] G. Fauville, ACM. Queiroz, L. Hambrick, BA Brown, & JN. Bailenson (2021). Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community. Environmental Education Research, 27:2, 254–278, DOI: 10.1080/13504622.2020.1803797.

[9] M.A. Franks (2017). The Desert of the Unreal: Inequality in Virtual and Augmented Reality. UC Davis Law Review 51: 499–538. Available at: https://lawreview.law.ucdavis.edu/issues/51/2/Symposium/51-2_Franks.pdf

[10] R. Harrison and C. Sterling (2021). Reimagining Museums for Climate Action. Museums for Climate Action. London. Available at: https://www.museumsforclimateaction.org/mobilise/book

[11] F Herrera, J Bailenson, E Weisz, E Ogle, J Zaki (2018) Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking. PLoS ONE 13(10): e0204494. https://doi.org/10.1371/journal.pone.0204494

[12] IPCC. (2022) Full Report: Climate Change 2022: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press.

[13] S. R. Iyer (2022).Assessing virtual reality media productions: Findings from a qualitative analysis of immersive experiences in climate change as offered via Oculus TV. Journal Communication Spectrum: Capturing New Perspectives in Communication 12(2), 77–95. https://doi.org/10.36782/jcs.v12i2.2284

[14] M. Jerowsky, A. Borda (2022). Virtual reality can support and enhance outdoor environmental education. The Conversation1 July 11, 2022. Available at: https://theconversation.com/virtual-reality-can-support-and-enhance-outdoor-environmental-education-183579

[15] L. Kelly (2006). Museums as Sources of Information and Learning. IN F. Cameron &A. Witcomb (eds). Open Museum Journal/Contest and Contemporary Society. 8:1443–5144. Available at: https://publications.australian.museum/museums-as-sources-of-information-and-learning/

[16] Leal Filho,W., B. Lackner, & H. McGhie (Eds.) (2018). Addressing the Challenges in Communicating Climate Change Across Various Audiences. Springer Cham. https://doi.org/10.1007/978-3-319-98294-6

[17] VS Limaye, ML Grabow, VJ Stull and JA. Patz (2020). Developing a definition of climate and health literacy. Health Affairs, 39(12):2182–2188. https://doi.org/10.1377/hlthaff.2020.01116

[18] A.W. Mackay, D. Adger, A.L. Bond, S. Giles, & E. Ochu (2019), Straight-washing ecological legacies. Nat Ecol Evol 3, 1611. https://doi.org/10.1038/s41559-019-1025-9

[19] D.M. Markowitz; R. Laha; B.P. Perone; R.D. Pea; J.N. Bailenson (2018). Immersive virtual reality field trips facilitate learning about climate change. Front. Psychol. 9: 2364.

[20] D.M. Markowitz & J.N. Bailenson (2022). Virtual Reality and The Psychology of Climate Change. Current Opinion in Psychology 42: 60–65. https://doi.org/10.1016/j.copsyc.2021.03.009

[21] A. J. Martingano, F. Hererra, & S. Konrath (2021). Virtual Reality Improves Emotional but Not Cognitive Empathy: A Meta-Analysis. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000034

[22] B. McKenzie (2019). The Possible Museum: Anticipating Future Scenarios. In: W. Leal Filho, B. Lackner, H. McGhie (eds) Addressing the Challenges in Communicating Climate Change Across Various Audiences. Climate Change Management. Springer, Cham. https://doi.org/10.1007/978-3-319-98294-6_27

[23] J. Newell, L. Robin & K. Wehner (Eds.) (2016). Curating the Future: Museums, Communities and Climate Change, Routledge Environmental Humanities.

[24] M. O’Grady (2021). The artists bringing activism into and beyond gallery spaces. New York Times Lifestyle Magazine, oct 1, 2021. Available at: https://www.nytimes.com/2021/10/01/t-magazine/art-activism-forensic-architecture.html

[25] G. B. Petersen, S. Klingenberg, R. E. Mayer, & G. Makransky (2020). The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. British Journal of Educational Technology, 51(6), 2098–2114. https://doi.org/10.1111/bjet.12991

[26] K.U. Phillips (2020). Virtual Reality Has an Accessibility Problem. Scientific American, January 29, 2020. Available at: https://blogs.scientificamerican.com/voices/virtual-reality-has-an-accessibility-problem/

[27] N. Simon (2010) The Participatory Museum. URL: http://www.participatorymuseum.org/

[28] A.M. Soccini & A.M. Marras (2021). Towards a Standard Approach for the Design of a both Physical and Virtual Museum, IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR), Taichung, Taiwan, 2021, pp. 106–108. doi: 10.1109/AIVR52153.2021.00025.

[29] L. Steg & C. Vlek (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. J. Environ. Psychol. 29: 309–317. https://doi.org/10.1016/j.jenvp.2008.10.004

[30] S.P. Thoma, M. Hartmann, J. Christen, B. Mayer, F.W. Mast & D. Weibel (2023). Increasing awareness of climate change with immersive virtual reality. Front. Virtual Real. 4:897034. https://doi.org/10.3389/frvir.2023.897034

[31] A. Thomas & R. Haynes (2020). Black Lives Matter: the link between climate change and racial justice. Climate Analytics, 22 June 2020. Available at: https://climateanalytics.org/blog/2020/black-lives-matter-the-link-between-climate-change-and-racial-justice/

[32] Y. Trope & N. Liberman (2010). Construal-level theory of psychological distance. Psychological review, 117(2), 440–463. https://doi.org/10.1037/a0018963

[33] A-D. Tudor, S. Minocha, M. Collins, & S. Tilling (2018). Mobile virtual reality for environmental education. Journal of Virtual Studies, 9(2) pp. 25–36.

[34] UNESCO (2020). UNESCO Report: Museums around the world in the face of COVID-19. https://unesdoc.unesco.org/ark:/48223/pf0000373530

[35] US Global Change Research Program. Climate literacy: the essential principles of climate science. Washington (DC): US Global Change Research Program; 2009. Available from: https://downloads.globalchange.gov/Literacy/climate_literacy_highres_english.pdf

[36] J.L. Williams, S. Langley, & A. Borda (2021). Virtual nature, inner forest: Prospects for immersive virtual nature art and well-being. Virtual Creativity 11:1, pp. 125–146. https://doi.org/10.1386/vcr_00046_1

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Bearing Witness: A commentary on climate action and immersive climate change exhibitions

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