The Lived Experience of Virtual Environments: A Phenomenological Study


Here is the abstrack and link to my PhD with the topic “The Lived Experience of Virtual Environments: A Phenomenological Study”, in addition to relevant other publications related to the research project that it was part of (The nDiVE Project):

Thesis PDF at Curtin university espace:

Curtin espace Abstract:
This is study of the experience of virtual environments (VE) in the context of safety training. Research involves participants from two companies who use VEs for safety training in hazardous work environments. The research approach is phenomenology. The key findings of the study show how the users actively form the VE experience. These insights will be useful for VE research and development.

Other publications:

Teras, M. Reiners, T., Coldham, G., & Wood L. C. (2016). nDiVE: Gamified Virtual Reality Environment for Logistics and Supply Chain Management Training. In ACM CHI EA ’16: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems. San Jose, CA, USA, 7–12 May 2016. DOI:

Teras, M., Teras, H., & Reiners, T. (2015). The Lived Experience of an Authentic Context in Virtual Environments: First Steps of a Descriptive Phenomenological Analysis in a Safety Training Setting. ACIS 2015, The 26th Australasian Conference on Information Systems, Adelaide, South Australia, 1–4 December 2015.

Teräs, H., Teräs, M., & Reiners, T. (2014). Giving virtual world learning a pedagogical boost with a gamified authentic learning design. In Proceedings of World Conference on Educational Media and Technology 2014 (pp. 1688-1693). Association for the Advancement of Computing in Education (AACE).

Reiners, T., Teräs, H., Chang, V., Wood, L. C., Gregory, S., Gibson, D., Petter , N., & Teräs, M. (2014). Authentic, immersive, and emotional experience in virtual learning environments: The fear of dying as an important learning experience in a simulation. In Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30-31 January 2014. Perth: The University of Western Australia.


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