Potential Abstract:
Virtual reality (VR) technology has the potential to revolutionize education by providing immersive, engaging, and interactive learning experiences. This research study explores the integration of the Interplanetary File System (IPFS) within virtual spheres to investigate how students’ phenomenological positionality influences their learning outcomes. By leveraging IPFS, an innovative decentralized protocol for storing and sharing data, this study aims to examine the impact of students’ subjective experiences and perceptions on their engagement and understanding of educational content in virtual environments. Utilizing a mixed-methods approach, data will be collected through student observations, interviews, and surveys to gain insights into how learners interact with educational materials within virtual spheres and how their unique perspectives shape their learning experiences. The study also seeks to explore the potential implications of utilizing IPFS in education, such as increased accessibility, decentralization of content, and enhanced student agency. By examining the convergence of virtual reality, decentralized file systems, and phenomenology, this research contributes to the growing body of literature on innovative technological applications in education and the importance of considering students’ subjective experiences in educational research.
Potential References:
- Emerging conceptual understanding of complex astronomical phenomena by using a virtual solar system
- Lived-Body Experiences in Virtual Reality: A Phenomenology of the Virtual Body
- Phenomenology of Place and Space in our Epoch: Thinking along Heideggerian Pathways
- Virtually There: A Phenomenological Study of Secondary Students and Their Engagement with Virtual Reality Field Trips
- Data and Dasein-A Phenomenology of Human-Data Relations
