Unestablished Boundaries: The Capabilities of Immersive Technologies to Induce Empathy, Tell Stories, and Immerse
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article presents a critical viewpoint on the existing research to establish the boundaries of immersive technologies, such as virtual reality, exploring distinctions between sensorial and mental experiences and highlighting the influence of technological determinism in this scholarly domain. The analysis reveals a lack of established conceptual structures for categorizing distinct types of immersion, emphasizing that immersion is not universal and is not inherently technological. In particular, it highlights that, fundamentally, immersive technologies are not designed to immerse into narratives. As a result, this article suggests a dual cognitive framework of immersion to explain the nature of different immersive experiences. The article also critically addresses ethical concerns related to identity tourism and argues against the oversimplification of complex psychological processes, emphasizing the overreliance of the existing studies on visual or technological stimuli. To avoid this, the article suggests a way to avoid technological determinism in relevant conceptualizations. Overall, the article scrutinizes the assumptions associated with immersive technologies, offering insights into their capabilities to stimulate senses and vividly inform, contributing to a nuanced understanding of their effects and ethical implications.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it