Incorporating “virtual” and “real world” field trips into introductory geography modules

Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices

“…The flip side of this result is that the AR field trip modules did not decrease nor detract from student learning, which is consistent with findings from recent research comparing traditional curriculum with other VFT-like activities (Stumpf et al, 2008;Stokes et al, 2012;Pringle, 2013;Friess et al, 2016). Elsewhere, VFTs and AR field trips have been shown to improve student interest in learning the geosciences (Spicer and Stratford, 2001;Pringle, 2013;Bursztyn et al, 2017), so these improvements in student engagement can be gained with mobile-device activities without negatively impacting student learning.…”

“…For geoscience, field trips provide a primary map-reading (orienteering) and kinesthetic experience, analogous to the role of laboratory experiments in physics and chemistry. Despite the value, field experiences are often prohibitive for high-enrollment introductory classes due to the expense, liability, and time constraints in the modern university setting (McGreen and Sánchez, 2005;Friess et al, 2016). Some students struggle to find geologic features being pointed out in a natural setting and may not ask for help in doing so.…”

“…Although on one hand, mobile AR technologies can represent a communication gap between incoming freshmen and educators (National Higher Education ICT Initiative, 2007;Perlmutter, 2011;Dahlstrom and Bichsel, 2014), studies have shown that simulations, games, and virtual field trips (VFTs) actually increase students' motivation (McGreen and Sánchez, 2005;Bell et al, 2009;Honey and Hilton, 2011;Johnson and Johnston, 2013;Bursztyn et al, 2017). There have been increasing reports of VFTs being used in a variety of college courses, including biology, medicine, engineering, geography, and geology (e.g., Spicer and Stratford, 2001;Liarokapis et al, 2004;Stumpf et al, 2008;Jacobson et al, 2009;Yuen et al, 2011;Lee, 2012;Pringle, 2013;Friess et al, 2016). Results from those studies indicate that Bursztyn et al | Assessment of student learning using augmented reality field trips for mobile smart devices GEOSPHERE | Volume 13 | Number 2 students enjoy using the VFTs, and researchers see gains in interest in the material through the interactivity and immersive experience as compared to traditional learning (Spicer and Stratford, 2001;Stumpf et al, 2008;Jacobson et al, 2009;Pringle, 2013;Friess et al, 2016).…”

“…There have been increasing reports of VFTs being used in a variety of college courses, including biology, medicine, engineering, geography, and geology (e.g., Spicer and Stratford, 2001;Liarokapis et al, 2004;Stumpf et al, 2008;Jacobson et al, 2009;Yuen et al, 2011;Lee, 2012;Pringle, 2013;Friess et al, 2016). Results from those studies indicate that Bursztyn et al | Assessment of student learning using augmented reality field trips for mobile smart devices GEOSPHERE | Volume 13 | Number 2 students enjoy using the VFTs, and researchers see gains in interest in the material through the interactivity and immersive experience as compared to traditional learning (Spicer and Stratford, 2001;Stumpf et al, 2008;Jacobson et al, 2009;Pringle, 2013;Friess et al, 2016). AR usage in medical, engineering, and mathematics education has resulted in similar findings (e.g., Liarokapis et al, 2004;Yuen et al, 2011;Lee, 2012).…”

The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration

“…Moreover, students are also encouraged to use real-world concepts to construct knowledge to solve problems. Among modern teaching methods available today, field trips (which come in different formats) and their benefits have been portrayed in several studies [9]. Regardless of the manner in which they are delivered, field trips are an important interface between teaching and learning [10,11].…”