Research Framework for Immersive Virtual Field Trips

Klippel, Alexander; Zhao, Jiayan; Oprean, Danielle; Wallgrün, Jan Oliver; Chang, Jack S. K.

doi:10.1109/vr.2019.8798153

Cited by 24 publications

(15 citation statements)

References 19 publications

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“…According to Ashby and Isen (1999) and Isen (2008) affective components influence cognitive learning processes [21,22]. Most other research on VR (Virtual Reality) focus on the concept, development, methods, and effectiveness as an alternative of the real field trips [1][2][3][4][5][6][7][8][9][10][11][12][13][14], however, the objective of our study is the evaluation of affective components of learning processes after students' exposure to our VFT program. The evaluation framework consists of the three main categories: cognition, interest and scientific attitude developed by Kim et al (1998) [23].…”

Section: Development Of Virtual Geological Field Trip Programmentioning

confidence: 99%

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Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Lee

Kim

et al. 2021

IJGI

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In this study, we evaluated affective components of the learning processes of students after being exposed to a virtual geology field trip of the Baengnyeong Island, South Korea. Changes in students’ cognition of and interest in science and scientific attitude were measured before and after exposure to the virtual field trip. We exposed 106 middle school students to the program and our results revealed that this program had a positive impact on their scientific attitude (p value = 0.014) but no significant changes were observed in the students’ cognition of and interest in science (p value = 0.166). The significant finding from this study was that the VFT program can bring positive scientific attitude as a component of affective learning process. The affective learning process influences the cognitive learning processes and eventually the academic achievement of the students can be improved. In the students’ satisfaction survey, the highest satisfaction level was in the convenience of the program. As access to Baengnyeong Island is limited, though the island is an ideal location for studying geological phenomena, the VFT can be a useful tool for instilling a positive scientific attitude in students via indirect field experience. It can be a good alternative to bridge the education gap between students with special needs who are less mobile and other students.

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Section: Development Of Virtual Geological Field Trip Programmentioning

confidence: 99%

“…Researchers developed VFT programs and offered them to students for several subjects [6][7][8][9][10][11][12][13][14]. The results showed that students exposed to the VFT exhibited a similar effect to that of the group that attended the actual field trip.…”

Section: Introductionmentioning

confidence: 99%

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Lee

Kim

et al. 2021

IJGI

View full text Add to dashboard Cite

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“…Community events, exhibitions, and activities were cancelled or postponed. Site visits and field trips were not possible and their virtual replacement often encountered constraints, with access to equipment and the difficulty in collecting on-site material to prepare a virtual tour [39]. This eliminated the opportunity for physically BE-ING in the space.…”

Section: Discussionmentioning

confidence: 99%

“…Virtual field trips have been found to solve many of the issues associated with taking students on excursions, such as the cost, the unsustainability of travel, and the disruption to student course schedules [48][49][50][51][52][53]. Further, advocates of virtual field trips point out the advantages of engagement from reviewers, critics, and jurors from across the country and from abroad [39].…”

Section: Discipline Student Commentsmentioning

confidence: 99%

Applying FABRIC as a Tool to Understanding Architectural and Landscape Icons in a Time of Travel Restrictions

McIntosh¹

2021

Architecture

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Iconic architecture and landscape architecture are most often understood through photographic media that mediates between the idea and the reality for those learning to design. The drastic lockdown responses to COVID-19 and the limitations on local and international travel highlighted the importance of the visual and the potential of the virtual. However, visual media can also be understood as systems that go far beyond a strict representation of an object. In this climate where publicity, politics, and perception play ever more crucial roles, representations of iconic architecture and landscapes increasingly blur the boundaries between the imaginary and the tangible. This paper examines the experience of iconic architecture and landscape in four iconic European cities (Paris, Barcelona, Seville, and Lisbon) as seen through the eyes of fifty postgraduate architecture, interior architecture, and landscape architecture students from New Zealand. It compares their understanding of a building or landscape from its photographic image before engaging with the physical reality. Students were asked to first identify iconic architecture and landscape, then closely analyze and document the essential qualities which established its pre-eminence. A subsequent visit to each of the places provided the opportunity for comparison and the testing of the realities and fictions of the icons themselves. Our research finds that today’s architecture students are savvy and sophisticated consumers of technology. It also presents FABRIC (finding, assimilating, being, reflecting, introspecting, and concluding), a conceptual framework that offers additional scaffolding for educating design students through experiential learning in a time of travel restrictions.

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“…The multimedia nature of videos is especially powerful for teaching and learning about the Earth because these combine spoken words (and closed-captioned text) and dynamic visual information can engage viewers and at the same time could use multimedia designs to manage cognitive load [28]. Moreover, although there are many other digital solutions such as virtual field trips (360 camera-based [29], VR-based [17,30], simulation-based [31], or data-visualizationbased [32] methods, videos are still the most accessible and easy-to-implement solution for teachers.…”

Section: Introductionmentioning

confidence: 99%

Google Earth Geoscience Video Library (GEGVL): Organizing Geoscience Videos in a Google Earth Environment to Support Fieldwork Teaching Methodology in Earth Science

et al. 2022

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Fieldwork teaching methodology (FTM) and active learning are effective strategies for geoscience education. However, traditional field trips require significant resources, time, physical abilities, and the expertise of teachers. In this study, we provide a supplementary virtual field trip experience by showing how different kinds of geoscience videos can be spatially organized into one digital interactive virtual environment. Here, we present the Google Earth Geoscience Video Library (GEGVL) which uses Google Earth and location-specific videos about Earth events, to create a virtual field-based learning experience. Using Google Earth, GEGVL organizes field-based videos by location and links pertinent non-field-based videos, and allows users to roam the globe in search of geoscientific videos that are pertinent to them or their students. Currently, GEGVL contains 150 videos organized into ten different geoscience disciplines: Plate Tectonics, Minerals, Structural Geology, Metamorphism, Magmatism, Hydrology, Environmental Science, Sedimentology, Paleontology, and Paleomagnetism. Despite stability challenges with Google Earth integration, results of user surveys among lower-division undergraduates show that the design logic of GEGVL is a promising virtual field-based learning organizer for increasing students’ interest in and helping them learn about Earth sciences.

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Research Framework for Immersive Virtual Field Trips

Cited by 24 publications

References 19 publications

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Applying FABRIC as a Tool to Understanding Architectural and Landscape Icons in a Time of Travel Restrictions

Google Earth Geoscience Video Library (GEGVL): Organizing Geoscience Videos in a Google Earth Environment to Support Fieldwork Teaching Methodology in Earth Science

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