Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

2021 ◽  
pp. 073563312110629
Author(s):  
Jiayan Zhao ◽  
Jan Oliver Wallgrün ◽  
Pejman Sajjadi ◽  
Peter LaFemina ◽  
Kenneth Y. T. Lim ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Longitudinal Research ◽  
Learning Experience ◽  
Field Trips ◽  
Emotional Engagement ◽  
Virtual Field Trips ◽  
Spatial Presence ◽  
Longitudinal Effects ◽  
Virtual Field

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

scholarly journals Learning outcomes, learning support and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

2021 ◽  
Author(s):  
Clare E. Bond ◽  
Jessica H. Pugsley ◽  
Lauren Kedar ◽  
Sarah R. Ledingham ◽  
Marianna Z. Skupinska ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Field Trip ◽  
Field Trips ◽  
Learning Support ◽  
Virtual Field Trips ◽  
Positive Elements ◽  
Virtual Field ◽  
Negative Perceptions ◽  
Virtual Field Trip

Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.

Transforming Earth Science Education Through Immersive Experiences: Delivering on a Long Held Promise

2019 ◽  
Vol 57 (7) ◽  
pp. 1745-1771 ◽  
Author(s):  
Alexander Klippel ◽  
Jiayan Zhao ◽  
Kathy Lou Jackson ◽  
Peter La Femina ◽  
Chris Stubbs ◽  
...  
Keyword(s):  
Earth Science ◽  
Learning Experience ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Field Site ◽  
Physical Sciences ◽  
Educational Value ◽  
Earth Science Education ◽  
Virtual Field ◽  
Made In

The value of field trips is undisputed across disciplines. Field-site visits whether in social or physical sciences provide grounding for place- and discovery-based learning. Yet field trips have limitations that can now be overcome by the promise of immersive technologies that can improve quality and accessibility. This promise is twofold: First, we can harness advancements made in sensing technologies to create immersive experiences of places across the earth efficiently; second, we can provide detailed empirical evaluations on immersive learning and quantify educational value. We report on a study that splits an introductory geosciences course into two groups with one group experiencing a traditional field trip, while a second group visits the same site virtually, immersing the students in the site using a head-mounted device. Results show the advantages of virtual field trips (VFTs) concerning enjoyment, learning experience, and actual lab scores. We embed the discussion of these results into a more general assessment of the advantages of VFTs and a taxonomy of VFTs as a basis for future studies.

University professor approaches to case studies: virtual field trips

Prospects ◽  
2008 ◽  
Vol 38 (4) ◽  
pp. 527-539
Author(s):  
Luis Patron ◽  
Robert A. Ellis ◽  
Brendan F. D. Barrett
Keyword(s):  
Case Studies ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Virtual Field ◽  
University Professor

scholarly journals The Mid Atlantic Appalachian Orogen Traverse: a comparison of virtual and on-location field-based capstone experiences

Solid Earth ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 2803-2820
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle
Keyword(s):  
Students With Disabilities ◽  
Online Survey ◽  
Field Experiences ◽  
Google Earth ◽  
Field Trips ◽  
Virtual Field Trips ◽  
James Madison ◽  
Virtual Field ◽  
Appalachian Orogen ◽  
Potential Benefits

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

scholarly journals Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
E. Norris ◽  
N. Shelton ◽  
S. Dunsmuir ◽  
O. Duke-Williams ◽  
E. Stamatakis
Keyword(s):  
Field Trips ◽  
Virtual Field Trips ◽  
Physically Active ◽  
Virtual Field
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