Learning in the Field: Comparison of Desktop, Immersive Virtual Reality, and Actual Field Trips for Place-Based STEM Education

Zhao, Jiayan; LaFemina, Peter; Carr, Julia; Sajjadi, Pejman; Wallgrün, Jan Oliver; Klippel, Alexander

doi:10.1109/vr46266.2020.1581091793502

Cited by 28 publications

(20 citation statements)

References 55 publications

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“…Some recent studies suggest that immersion plays a more limited role than one would expect (e.g. (48)). These findings prompt future research directions in which VR technologies should be tailored to individual needs and preferences.…”

Section: Degree Of Immersion and Interac Onmentioning

confidence: 98%

Virtual reality for student learning: Understanding individual differences

Li¹,

Legault²,

Klippel³

et al. 2020

Hum. Behav. Brain

Self Cite

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Virtual reality (VR) is emerging as a rapidly developing technology that holds significant promises to impact student learning. In this review, we focus on the features of this technology regarding levels of immersion and interac on and individual differences in cogni ve characteris cs of VR learners. We a empt to parse the specific technological features that enable effec ve learning and examine how students mentally process these features. While VR helps to create situated learning condi ons, its theore cal significance lies in its ability to provide percep on-ac on enabled experiences to the learner, and it is these experiences that lead to posi ve behavioural and brain outcomes compared to tradi onal methods of learning. Our discussion highlights the understanding of VR learning with respect to individual differences, especially in spa al abili es of the learner, and how variability in spa al abili es might impact both spa al learning and language learning.

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Section: Degree Of Immersion and Interac Onmentioning

confidence: 98%

Virtual reality for student learning: Understanding individual differences

Li¹,

Legault²,

Klippel³

et al. 2020

Hum. Behav. Brain

Self Cite

View full text Add to dashboard Cite

show abstract

“…Section 4.2). These results align with other research related to gamers (Abrams, 2010;Dolar, 2018;Hewett, 2016;Jyvaeskylae, 2007;Kauweloa & Winter, 2016;Zhao et al, 2020).…”

Section: Section 42)supporting

confidence: 91%

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Todd¹

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Video-gaming has become a popular extracurricular option for students in higher education. More than 70 percent of undergraduate students reported they played video-games at some level, with heavy-video-gaming students reporting they invest over 14 hours a week on games. When extracurricular activities take 14 or more hours of commitment, students' academic performance is at risk of falling. However, not much is known about the heavy-video-gaming students, their gaming and study practices, and whether new technology-enhanced academic learning supports may meet their needs. A conceptual framework using study habits and attitudes, academic performance, and activity theory provided a lens to view the research. This exploratory study applied a qualitative virtual ethnography methodology and interviews to investigate the gaming and study practices of 93 heavy-video-gaming students. Results indicate five study organizational approaches the video-gaming participants use in their study practices. In addition, five types of heavy-video-gaming students have been explored. More specifically, the findings unveil the contrast between undergraduate video-gaming students' study and gaming practices. For example, the results indicate that playing games offer the video gaming students a mental break they feel they need to take from their university studies, and students play games as a reward for their study efforts. Additionally, video-gaming students desire that their studies provide them with some ongoing reward system, similar to rewarding systems in games. Finally, learning supports for gaming students have been developed. This new knowledge about the study practices of video-gaming students can be used by educational professionals as a basis for developing and implementing technology-enhanced academic learning supports to align with video-gamer student needs.

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“…In particular, augmented reality "is uniquely changing the way people learn with mobile devices" (Joan 2015, p. 9) and thus also provide new teaching methods in excursion didactics. As described by Budke and Kanwischer (2006;likewise, Hamilton et al 2021;Zhao et al 2020b;Prisille and Ellerbrake 2020;Radianti et al 2020), the application of virtual reality in geographic teaching also shows great potential. However, augmented reality methods are ideally suited for excursions in which pupils and students are given the opportunity to form individual impressions on site in accordance with constructivist excursion approaches: the physical environment on site is supplemented with virtual information-not replaced by them, as it would be the case with virtual reality (cf.…”

Section: Why Digitally Guided Excursions Have Great Advantages With A...mentioning

confidence: 94%

Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart

Koegst

2022

KN J. Cartogr. Geogr. Inf.

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The main focus of this article is on digital excursion formats at universities and their advantages with and without pandemic-related restrictions on teaching. The development of the application, its didactics and feedback from students are demonstrated using the example of the urban geography excursion developed as part of the 'InExkurs' project at the University of Tübingen. Compared to traditional overview excursions, digitally guided formats allow students more flexibility, autonomy and independence in the implementation. Aspects of gamification and location-based games can be used to increase motivation and, in combination with individual navigation, create associations with scavenger hunts. The use of extended reality on mobile devices enables a diverse application of digital information on site: the use of historical maps and photos as well as the integration of (fictional) characters is exemplified using the developed digital urban geography excursion. The first feedback on the excursion showed that the majority of participating students appreciated the digital format and would like to participate in excursions in this or similar formats more often.

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Learning in the Field: Comparison of Desktop, Immersive Virtual Reality, and Actual Field Trips for Place-Based STEM Education

Cited by 28 publications

References 55 publications

Virtual reality for student learning: Understanding individual differences

Virtual reality for student learning: Understanding individual differences

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart

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