The value of being there: toward a science of immersive virtual field trips

Klippel, Alexander; Zhao, Jiayan; Oprean, Danielle; Wallgrün, Jan Oliver; Stubbs, Chris; Femina, Peter La; Jackson, Kathy L.

doi:10.1007/s10055-019-00418-5

Cited by 83 publications

(43 citation statements)

References 43 publications

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“…One of the disadvantages stated is the decreased authenticity and the weaker conveyance of the object's three-dimensional structure. In particular, the three-dimensional structure of the object to be visited may be emphasized by virtual reality (VR) technologies [17]. However, recreating objects to be visited through VR might have disadvantages such as costly software development [17] and possibly reduced authenticity [12].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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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.

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Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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“…VR has engendered a great reform in education. It can provide an immersive environment that enables students to feel as though they are personally at the scene as well as teachers to be more intuitive in their teaching ( Klippel et al, 2019 ). When describing a historical event, teachers can apply VR devices to provide students with a further understanding of the event.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Effects of Interactive Virtual Reality Games and Gender on Immersion, Empathy and Behavior Into Environmental Education

Chiang

2021

Front. Psychol.

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Environmental concerns are obstacles that all humans should confront. Accordingly, Taiwan has incorporated environmental education into its curriculum guidelines; however, difficulties have been encountered in its implementation because Taiwanese society clings to the concept of credentialism, students cannot focus in class, and course content is too abstract. Virtual reality (VR) techniques have been incorporated into the field of education for years; because they can increase the interestingness of learning and also concretely present matters through gamification, the present study applied VR techniques to resolve the aforementioned difficulties. VR can build environments and situations that would be impossible to visit in the real world, e.g., travel inside a human body, or the physically impossible—the surface of Mars. The aim was to increase students’ immersion in class would generate empathy toward the natural environment and perform actual behaviors to protect it. In terms of the experimental design, gender and teaching methods were defined as independent variables, and observation and questionnaires were conducted and applied to examine students’ immersion, empathy, and behaviors after learning. Participants in the experimental group watched a 3D video through a semi-immersive VR device, whereas those in the control group watched an ordinary video accompanied by an explanation from the teacher. The numbers of male and female students were equally allocated, and the learning outcomes of the two groups were further examined. A two-way multivariate analysis of variance test was conducted to examine the influences of 2(genders) × 2(teaching methods) on students’ immersion, empathy, and actual behaviors and also mainly to inspect whether the differences between genders and teaching methods resulted in a direct influence or interaction. The experimental results revealed that the effectiveness of the application of VR techniques is affected by gender; female students presented more favorable performance in both empathy and actual behaviors. In brief, VR techniques can generally enhance students’ learning outcomes; however, limitations such as the cost of VR devices and material designs should also be considered.

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“…virtual field trips can improve learning outcomes and student experiences (e.g. Klippel et al 2019) and gains in content knowledge (e.g. Markowitz eta l. 2018;Mead et al, 2019).…”

Section: Virtual Outcrops For Supplementing Field and Classroom-basedmentioning

confidence: 99%

A role for Virtual Outcrop Models in Blended Learning: improved 3D thinking, positive perceptions of learning and the potential for greater equality, diversity and inclusivity in geoscience

Bond

Cawood

2020

Preprint

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Abstract. Virtual outcrop models are increasingly used in geoscience education to supplement field-based learning but their efficacy for teaching key 3D spatial thinking skills has not been tested. With the rapid increase in online digital learning resources and blended learning, most recently because of the global COVID-19 pandemic, understanding the role of virtual field environments to support and develop skills conventionally taught through field-based teaching has never been more critical. Virtual outcrops and virtual field environments have not been evaluated for their effectiveness in teaching and learning in geoscience, however. Here we show the efficacy of virtual outcrop models in improving 3D spatial thinking and provide evidence for positive perceptions amongst participants of using virtual outcrops in teaching and learning. Our results show that in a simple multiple choice scenario, participants were more likely to choose the 3D block diagram that best represents the structure when using a virtual outcrop (59 %), compared to more traditional representations, a geological map (50 %) and field photograph (40 %). We add depth to these results by capturing the perceptions of a cohort of students, within our full participants set, on the use of virtual outcrops for teaching and learning, after accessing a virtual field site and outcrops to which they had previously visited on a day's field teaching. We also asked all participants if and how virtual outcrops could be used effectively for teaching and training, recording 87 % of positive responses. However, only 2 % of participants felt that virtual outcrops could potentially replace in-field teaching. We note that these positive findings signal significant potential for effective use of virtual outcrops in a blended learning environment and for breaking barriers to ensure equality, diversity and inclusivity of geoscience field skills and teaching.

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The value of being there: toward a science of immersive virtual field trips

Cited by 83 publications

References 43 publications

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

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

Investigating Effects of Interactive Virtual Reality Games and Gender on Immersion, Empathy and Behavior Into Environmental Education

A role for Virtual Outcrop Models in Blended Learning: improved 3D thinking, positive perceptions of learning and the potential for greater equality, diversity and inclusivity in geoscience

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