publications
Fauville, G., Voşki, A., Mado, M., Bailenson, J. N., & Lantz-Andersson, A. (2024). Underwater virtual reality for marine education and ocean literacy: Technological and psychological. Environmental Education Research.
Queiroz, A. C. M., Lee, A. Y., Luo, M., Fauville, G., Hancock, J. T., & Bailenson, J. N. (2023). Too tired to connect: Understanding the associations between video-conferencing, social connection and well-being through the lens of zoom fatigue. Computers in Human Behavior, 149, 107968.
Pimentel, D., Fauville, G., Frazier, K., McGivney, E., Rosas, S., & Woolsey, E. (2022). An introduction to learning in the metaverse. Meridian Treehouse.
Queiroz, A. C. M., Fauville, G., Herrera, F., Leme, M. I., & Bailenson, J. (in press). Do students learn better with immersive virtual reality vdeos than conventioal videos? A comparison of media effects with middle school girls. Technology, Mind, and Behavior, 3(3).
Mado, M., Fauville, G., Jun, H., Most, E., Strang, C., & Bailenson, J. N. (2022). Accessibility of Educational Virtual Reality for Children During the COVID-19 Pandemic. Technology, Mind, and Behavior, 3(1).
Fauville, G., Queiroz, A. C. M., Luo, M., Bailenson, J. N., & Hancock, J. (2022). Impression formation from video conference screenshots: The role of gaze, camera distance and angle. Technology, Mind, and Behavior, 3(1).
Fauville, G., Luo, M., Queiroz, A. C. M., Bailenson, J. N., & Hancock, J. (2021). Zoom Exhaustion & Fatigue Scale. Computers in Human Behavior Reports, 4(June), 100119.
Calil, J., Fauville, G., Queiroz, A. C. M., Leo, K. L., Mann, A. G. N., Wise-West, T., Salvatore, P., & Bailenson, J. N. (2021). Using Virtual Reality in Sea Level Rise Planning and Community Engagement—An Overview. Water, 13(9).
Fauville, G., Queiroz, A. C. M., Woolsey, E. S., Kelly, J. W., & Bailenson, J. N. (2021). The effect of water immersion on vection in virtual reality. Scientific Reports.
Fauville, G., Queiroz, A. C. M., Hambrick, L., Brown, B. A., & Bailenson, J. N. (2020). Participatory research on using virtual reality to teach ocean acidification : A study in the marine education community. Environmental Education Research, 0(0), 1–25.
Fauville, G., Queiroz, A. C., & Bailenson, J. N. (2020). Virtual reality as a promising tool to promote climate change awareness. In J. Jim, & H. Song (Eds.), Technology and Health: Promoting Attitude and Behavior Change. Elsevier.
Queiroz, A., Fauville, G., Herrera, F, Leme M. I., Bailenson, J. (2020). Immersion and learning: Cognitive and non-cognitive outcomes of immersive virtual reality learning experiences. International Communication Association Conference, Gold Coast, Australia.
Chen, Y.-F., Cannady, M. A., Fauville, G., & Strang, C. (2020). Working toward an international assessment of ocean literacy: Validating instrument with Rasch measurement model. American Educational Research Association (AERA) annual meeting, San Francisco, CA.
Fauville, G. (2019). Ocean Literacy in the twenty first century. In G. Fauville, D. Payne, M. Marrero, A. Lantz-Andersson, & F. Crouch (Eds.), Exemplary Practices in Marine Science Education: A Resource for Practitioners and Researchers. Cham, Switzerland: Springer.
Fauville, G., Strang, C., Cannady, M., & Chen, Y.F. (2018). Development of the International Ocean Literacy Survey: measuring knowledge among 16-18 year olds across the world. Environmental Education Research.
Fauville, G., McHugh, P., Domegan, C., Mäkitalo, Å., Friis Møller, L., Papathanassiou, M., Alvarez Chicote, C., Lincoln, S., Batista, V., Copejans, E., Crouch, F., & Gotensparre, S. (2018). Using collective intelligence to identify barriers to teaching 12-19 year olds about the ocean in Europe. Marine Policy 91, 85-96.
Fauville, G. (2017). Digital technologies as support for learning about the marine environment: Steps toward ocean literacy. Doctoral thesis. University of Gothenburg, Sweden.
Santoro F., Santin S., Scowcroft G., Fauville G., Tuddenham P. (2017). Ocean literacy for all: Learning kit. Venice, Italy: UNESCO.
Fauville, G. (2017). Questions as indicators of ocean literacy: Students online asynchronous discussion with a marine scientist. International Journal of Science Education, 39 (16), 2151-2170.
Garcia-Soto, C., van der Meeren, G. I., Busch, J. A., Delany, J., Domegan, C., Dubsky, K., Fauville, G., Gorsky, G., von Juterzenka, K., Malfatti, F., Mannaerts, G., McHugh, P., Monestiez, P., Seys, J., Węsławski, J.M. & Zielinski, O. (2017). Advancing Citizen Science for Seas and Ocean Research. French. In V., Kellett, P., Delany, J., McDonough, N. (Eds.) Position Paper 23 of the European Marine Board. Ostend, Belgium: European Science Foundation.
Dupont, S., & Fauville, G. (2017). Ocean literacy as a key toward sustainable development and ocean governance. In P. Nunes, L.E. Svensson, & A. Markandya (Eds.), Handbook on the Economics and Management of Sustainable Oceans. Cheltenham, UK: Edward Elgar Publishers & UNEP.
Fauville, G., Lantz-Andersson, A., Mäkitalo, Å., Dupont S. & Säljö, R. (2016). Digital media as cultural tools: Understanding of and responding to climate change. In O. Erstad, S. Jakobsdottir, K. Kumpulainen, Å. Mäkitalo, P. Pruulmann-Vengerfeldt, & K. Schrøder (Eds.), Learning Across Contexts in the Knowledge Society. Rotterdam: Sense Publishers
Fauville G., Dupont S., von Thun S., & Lundin, S. (2015). Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy. Computers & Education, 82, 60-73.
Fauville, G., Copejans, E., & Crouch, F. (2013). European marine educators, unite! Europe’s quest for a more ocean-oriented society and economy. The Marine Biologist, 1, 30-31.
Fauville G., Lantz-Andersson A., & Säljö R. (2013). ICT tools in environmental education – reviewing two newcomers to schools. Environmental Education Research, 20(2), 248-283.
Copejans E., Crouch F., & Fauville G. (2012). The European Marie Science Educators Association (EMSEA): Towards a more ocean literate Europe. Current: The journal of marine education, 28(2), 43-46.
Fauville G., Säljö R., & Dupont S. (2012). Impact of ocean acidification on marine ecosystems: educational challenges and innovations. Marine Biology, 160(8), 1863-1874.
Fauville G., Hodin J., Dupont S., Miller P., Haws J., Thorndyke M., & Epel D. (2011). Virtual ocean acidification laboratory as an efficient educational tool to address climate change issues. In W. Leal Filho (Ed.), The Economic, Social and Political Elements of Climate Change. Berlin: Springer.
Stach T., Dupont S., Israelsson O., Fauville G., Nakano H., & Thorndyke M. (2005). Nerve cells of Xenoturbella bocki and Harrimania kupfferi (Enteropneusta) react positive with antibodies raised against echinoderm neuropeptides. Journal of Marine Biology Ass. U.K. 85(6), 1519- 1524.
Fauville G., Dupont S., & Mallefet J. (2003). Comparison of mechanically and chemically induced luminescence in the brittle star Amphipholis squamata. Proceedings of the 6th European Conference on Echinoderm Research. Banyuls-sur-mer: France.