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

Abstract

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.

Virtual field trips in hydrological field laboratories: The potential of virtual reality for conveying hydrological engineering content

“…The quick accessibility makes it possible to use the virtual tour flexibly in teaching as well as for homework and theses. These findings are in line with previous studies by Demir ( 2014 ), Cliffe ( 2017 ), Stainfield et al ( 2000 ), Pugsley et al, 2022 , Evelpidou et al ( 2021 ) and Wolf et al ( 2021 ), who found that VR platforms, as a supplement to field trips or field courses, provide access independent of time and space. This generally allows students to work autonomously and interactively.…”

“…However, all users agreed that for cases where a real excursion is not possible and as a basic supplement to regular classes, the virtual excursion is an excellent tool. This result falls in line with findings of Stainfield et al ( 2000 ), Kingston et al ( 2012 ), Pugsley et al ( 2022 ), Evelpidou et al ( 2021 ) and Wolf et al ( 2021 ) that state that VFT can always be seen as an addition to real field trips rather than a replacement. Overall, positive feedback from students clearly prevailed.…”

“…Also, Pugsley et al ( 2022 ) pointed out the financial inclusivity of VFTs compared to a physical field trip due to the omission of travel expenses. The case study of Wolf et al ( 2021 ) underlines the financial aspect by using a cost-efficient software environment for the development of the VFT.…”

“…Further enriching and supplementing regular education, while fostering student’s creativity and curiosity (Lin et al, 2017 ; Stainfield et al, 2000 ). Also, Wolf et al ( 2021 ) reported positive results from students’ experience with VFT in terms of motivation, emotion and usability. Finally, an advantage of a VFT is that it can be adapted, extended or enhanced to the required needs at any time, given that expert knowledge is available (Cliffe, 2017 ).…”

“…It enables the presentation of non-visible details and objects to improve water monitoring activities and physical processes. Wolf et al ( 2021 ) developed a 360° model used for a VFT to waterworks for students in environmental engineering and urban studies.…”