Immersive virtual field trips and elementary students’ perceptions

Han, Insook

doi:10.1111/bjet.12946

Cited by 24 publications

(9 citation statements)

References 56 publications

(100 reference statements)

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“…The qualitative data obtained from the semi-structured interview were transcribed verbatim and analyzed using content analysis (Thomas, 2006), which could be used to understand students' perception by grouping the categories and themes (Han, 2020(Han, , 2021.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Virtual Reality Infused Instruction on Elementary School Students’ English-Speaking Performance, Willingness to Communicate, and Learning Autonomy

Hung

2022

Journal of Educational Computing Research

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Virtual Reality (VR) has been used to enhance EFL learners’ speaking skills due to its immersive and interactive features. This study thus investigated the effects of VR on elementary school students' English-speaking performance and such affective variables as their willingness to communicate (WTC) and learning autonomy. Fifty-six EFL sixth graders participated in a tour in a museum. When learning and practicing dialogues and vocabulary related to the museum, students in the experimental group ( n = 28) were guided with Cospaces, a VR software package, with VR headsets, while their counterparts ( n = 28) were guided with pictures only. Instruments included a validated speaking test on (1) pronunciation, fluency, and intonation and (2) grammar and lexical use, adopted questionnaires on WTC and learning autonomy, and semi-structured interviews. Results demonstrated that VR significantly increased students’ grammar and lexical use in their speaking performance, but not their pronunciation, fluency and intonation, WTC, or learning autonomy.

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Section: Discussionmentioning

confidence: 99%

The Effects of Virtual Reality Infused Instruction on Elementary School Students’ English-Speaking Performance, Willingness to Communicate, and Learning Autonomy

Hung

2022

Journal of Educational Computing Research

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“…Aún dentro de los objetivos que menos aparecieron en la investigación, cabe destacar el estudio de Han (2020), extremadamente específico, cuyo objetivo consistió en analizar las reacciones y percepción de visitas virtuales. A pesar de lo interesante de este enfoque, puesto que las excursiones virtuales permiten tener la experiencia de visitar localizaciones sin riesgos para los alumnos, solo se identificó este estudio alrededor de esta idea.…”

Section: Discussionunclassified

El uso de la Realidad Virtual Inmersiva en las aulas: un meta-análisis

Roda-Segarra

Mengual-Andrés

Martínez-Roig

2022

Research in Education & Learning Innovation Archives

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Although the first designs of devices for accessing computer-generated virtual worlds date back over half a century, two factors needed to come together to create the explosion of Virtual- Reality-related projects we have seen in recent years. The first was the progressive increase in the computing power of general-purpose computers. The second was the reduction in the cost of de- vices needed to access this technology. In this paper we conduct a meta-analysis of 15 educational projects that employed Immersive Virtual Reality technology in the classroom between 2015 and 2020. For this analysis we examined variables such as the projects’ objectives, the educational sta- ges and courses in which they were used, their subject matter, and the software and type of devices employed. Our results show that most of these projects were conducted in 2020 and that the aims of the projects were to develop students’ interest in a field of knowledge or to analyse their effective- ness in enabling students’ acquisition of concepts. We also found that secondary education was the educational stage at which most initiatives were developed and that low-cost devices such as Google Cardboard were mainly used. However, this homogeneity in hardware was not reciprocated when it came to software, which was much more fragmented. The latter result highlights the difficulties teachers may have when selecting suitable tools for initiatives involving Immersive Virtual Reality

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“…While remote tours presented in this paper have mainly been devised as a replacement for traditional classroom trips in the age of the pandemic, students and teachers have generally reported a large preference to repeat the experience even if no travel restrictions are enforced in the future. The intrusion of ICT in an analogue experience such as traveling and going on a school outing can be seen as alienating [25], raising concerns about health, safety, and psychological side-effects due to social issues and often attributed to the abuse of digital technologies [38]. However, the remote trip presented in this paper mitigates these aspects by providing a live experience with high interactivity, which was followed by a majority of participants at school with their classes or at home with their families.…”

Section: Discussionmentioning

confidence: 99%

Massive Remote School Trips: A Case Study

Bogliolo

Delpriori

Francesco³

et al. 2021

IEEE Access

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During the height of the CoViD-19 pandemic in 2020 and early 2021, schools throughout Europe have been closed for several months, leaving teachers with the responsibility of providing distance learning through video conferencing and remote-presence systems, while parents were scrambling for appropriate tools and support. School outings have also suffered from the limited mobility of students given by stay-at-home orders and other restrictions. In this paper we present a set of technologies developed to reproduce the school trip experience, allowing students to stay at home or in school and requiring only a Web browser and Internet access, while integrating communication tools that allow participants to actively be engaged in interactive lessons and educational experiences. In 2020 the tool has been used during the "CodyTrip" event, a two-day visit to the town of Urbino, attended by more than 15.000 students, followed up with a series of events in 2021 with over 115.000 participants. Results from the pilot events show very high engagement and demonstrate the feasibility of organizing online visiting experiences with massive participation without compromising the perceived interactivity of the proposed activities, which can be equally engaging for different audience demographics. Findings also suggest that this solution may be adopted not only as a contingent substitute for traveling during the pandemic, but as an effective tool to widen the scope and appeal of cultural tourism.

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Immersive virtual field trips and elementary students’ perceptions

Cited by 24 publications

References 56 publications

The Effects of Virtual Reality Infused Instruction on Elementary School Students’ English-Speaking Performance, Willingness to Communicate, and Learning Autonomy

The Effects of Virtual Reality Infused Instruction on Elementary School Students’ English-Speaking Performance, Willingness to Communicate, and Learning Autonomy

El uso de la Realidad Virtual Inmersiva en las aulas: un meta-análisis

Massive Remote School Trips: A Case Study

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