By adopting a situated and interactional approach, we explore students’ immersive VR experiences as resources for collaborative meaning making and learning. We draw on data from a project in which teachers and researchers co-developed a learning design for upper secondary students involving immersive VR technology. In this learning design, students viewed a cinematic VR film where they encountered different people telling personal stories about exclusion and discrimination, followed by reflective group dialogues with their teacher about their experiences in this environment. Through a detailed interaction analysis of these dialogues, we identify four dimensions that characterize students’ meaning making: (1) the feeling of taking part in conversations, (2) attending to bodily expressions of others, (3) students’ own bodily responses, (4) teacher guidance. We discuss how the findings from our analysis contribute to the field of CSCL, and which also have implications for instructional work that includes the use of immersive VR environments.

通过采用情境和互动的方法，我们探索学生的沉浸式 VR 体验，作为协作意义创造和学习的资源。我们借鉴了一个项目的数据，在该项目中，教师和研究人员共同开发了涉及沉浸式 VR 技术的高中生学习设计。在这个学习设计中，学生们观看了一部虚拟现实电影，在电影中他们遇到了不同的人讲述有关排斥和歧视的个人故事，然后与老师就他们在这种环境中的经历进行反思性小组对话。通过对这些对话的详细交互分析，我们确定了表征学生意义建构的四个维度：（1）参与对话的感觉，（2）关注他人的身体表达，（3）学生自己的身体反应， (4)教师指导。我们讨论了我们的分析结果如何对 CSCL 领域做出贡献，以及对包括使用沉浸式 VR 环境在内的教学工作的影响。