Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

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.

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

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.

Economic Development of Rural India Through Establishment of Agri-Tech Park

India has always been on the top spot in terms of tourism and has attracted domestic and foreign tourists throughout the year. India is the land of farmers, has a rich and diverse culture and is best known for its hospitality. Tourism has become a source of income for many people, therefore it’s time to connect tourism along with agriculture to enhance the income of Indian farmers. Indian farmers generally face a lot of issues related to their income; hence numerous suicide cases have been registered in the past. The objective of this research paper is to provide a solution for the farmers by introducing Agri- tourism Technology Park. Agri-tourism offers the domestic and foreign tourists an opportunity to connect with the heritage, providing a hands-on-experience, showcasing the rich biodiversity, local food products, handicrafts and culture. On the other hand, the amalgamation of technology can provide smooth and secure tourism experience for the visitors. This Park includes an agricultural patch of about 5 acres, earmarked to cater the needs of Rabi and Kharif crops. Latest agricultural crop growing techniques like vertical farming using 70% less water than traditional farming. Hydroponic system for demonstrating these techniques to Agri- tech park visitors to acquaint them with futuristic farming operations. Aquaponic solar greenhouse will be established for growing vegetables and medicinal plants. A space of about 1 acre shall be delineated for a cattle farm that would be used to rear different breeds of cows like Sahiwal and Hariana and buffalo breeds like Murrah and Nili Ravi. Internet of Things (IoT) and Artificial Intelligence techniques will be employed for monitoring cattle feed, nutrition and milk processing and general well-being of animals. Re – circulatory Aqua culture system will be used for high density stocking of fish in a smaller space. Interactive virtual field trips and activities will be offered in a variety of themes that would give information on the importance of plants, various cropping techniques, role of insects and the feeding and living pattern of animals, fish bees etc. The establishment of an Agri-tourism technology park at Amritsar district of Punjab has been planned with a focus on the sustainable development of human environment in and around the region.

Economic Development of Rural India Through Establishment of Agri-Tech Park

India has always been on the top spot in terms of tourism and has attracted domestic and foreign tourists throughout the year. India is the land of farmers, has a rich and diverse culture and is best known for its hospitality. Tourism has become a source of income for many people, therefore it’s time to connect tourism along with agriculture to enhance the income of Indian farmers. Indian farmers generally face a lot of issues related to their income; hence numerous suicide cases have been registered in the past. The objective of this research paper is to provide a solution for the farmers by introducing Agri- tourism Technology Park. Agri-tourism offers the domestic and foreign tourists an opportunity to connect with the heritage, providing a hands-on-experience, showcasing the rich biodiversity, local food products, handicrafts and culture. On the other hand, the amalgamation of technology can provide smooth and secure tourism experience for the visitors. This Park includes an agricultural patch of about 5 acres, earmarked to cater the needs of Rabi and Kharif crops. Latest agricultural crop growing techniques like vertical farming using 70% less water than traditional farming. Hydroponic system for demonstrating these techniques to Agri- tech park visitors to acquaint them with futuristic farming operations. Aquaponic solar greenhouse will be established for growing vegetables and medicinal plants. A space of about 1 acre shall be delineated for a cattle farm that would be used to rear different breeds of cows like Sahiwal and Hariana and buffalo breeds like Murrah and Nili Ravi. Internet of Things (IoT) and Artificial Intelligence techniques will be employed for monitoring cattle feed, nutrition and milk processing and general well-being of animals. Re – circulatory Aqua culture system will be used for high density stocking of fish in a smaller space. Interactive virtual field trips and activities will be offered in a variety of themes that would give information on the importance of plants, various cropping techniques, role of insects and the feeding and living pattern of animals, fish bees etc. The establishment of an Agri-tourism technology park at Amritsar district of Punjab has been planned with a focus on the sustainable development of human environment in and around the region.

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

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.

V3Geo: A cloud-based repository for virtual 3D models in geoscience

V3Geo is a cloud-based repository for publishing virtual 3D models in geoscience. The system allows storage, search and visualisation of models typically acquired using techniques such as photogrammetry and laser scanning. The platform has been developed to handle models at the range of scales typically used by geoscientists, from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. The cloud storage system serves the models to a purpose-built 3D web viewer. Models are tiled to ensure efficient streaming over the internet. The web viewer allows 3D models to be interactively explored without the need for specialist software to be installed. A measurement tool enables users to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo allows very large models comprising multiple sections and is designed to include additional interpretation layers. The specific focus on geoscience data is supported by defined metadata and a classification schema. Public and private storage are available, and public models are assigned Creative Commons licenses to govern content usage. This paper presents V3Geo as a sustainable resource for the geoscience community, including the motivation, main characteristics, and features. Example usage scenarios are highlighted: from undergraduate geology teaching, supporting virtual geoscience education, and preparing virtual field trips based on V3Geo models. Finally, best practise guidelines for preparing 3D model contributions for publication on V3Geo are included as an Appendix.

360°-Based Virtual Field Trips to Waterworks in Higher Education

360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities.

The Mid Atlantic Appalachian Orogen Traverse: A Comparison of Virtual and On-Location Field-Based Capstone Experiences

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, along with 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 were not possible or effective with 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.

Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece

Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students' education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool through which one can virtually see any place on the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following the Geomorphology course of the Faculty of Geology and Geoenvironment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses not only in Greece but also in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative to and/or substitute for in situ field work and as a means of preparation for live field trips, by taking into consideration the students' views through an anonymous questionnaire. Our findings suggest that virtual field trips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.

PROTOCOL: Mixed-methods systematic review to determine the effectiveness of museums using virtual field trips for STEM education

Due to the COVID19 pandemic, many formal and informal educational institutions, such as schools and museums, have closed or else been forced to alter their pedagogical techniques. To keep students actively engaged in specific topics, museums are incorporating virtual field trips (VFTs) for schools to utilize. The goal of this review is to determine what impact VFTs have on school-aged audiences, to recognize the factors that contribute to successful VFTs, and to evaluate evidence that VFTs can assist all communities and schools that do not have access to informal education. This protocol articulates the methodological steps the researchers use.