The value of field trips is undisputed across disciplines. Field-site visits whether in social or physical sciences provide grounding for place- and discovery-based learning. Yet field trips have limitations that can now be overcome by the promise of immersive technologies that can improve quality and accessibility. This promise is twofold: First, we can harness advancements made in sensing technologies to create immersive experiences of places across the earth efficiently; second, we can provide detailed empirical evaluations on immersive learning and quantify educational value. We report on a study that splits an introductory geosciences course into two groups with one group experiencing a traditional field trip, while a second group visits the same site virtually, immersing the students in the site using a head-mounted device. Results show the advantages of virtual field trips (VFTs) concerning enjoyment, learning experience, and actual lab scores. We embed the discussion of these results into a more general assessment of the advantages of VFTs and a taxonomy of VFTs as a basis for future studies.
%0 Journal Article
%1 klippel2019transforming
%A Klippel, Alexander
%A Zhao, Jiayan
%A Jackson, Kathy Lou
%A Femina, Peter La
%A Stubbs, Chris
%A Wetzel, Ryan
%A Blair, Jordan
%A Wallgrün, Jan Oliver
%A Oprean, Danielle
%D 2019
%J Journal of Educational Computing Research
%K immersive
%N 7
%P 1745-1771
%R 10.1177/0735633119854025
%T Transforming Earth Science Education Through Immersive Experiences: Delivering on a Long Held Promise
%U https://doi.org/10.1177/0735633119854025
%V 57
%X The value of field trips is undisputed across disciplines. Field-site visits whether in social or physical sciences provide grounding for place- and discovery-based learning. Yet field trips have limitations that can now be overcome by the promise of immersive technologies that can improve quality and accessibility. This promise is twofold: First, we can harness advancements made in sensing technologies to create immersive experiences of places across the earth efficiently; second, we can provide detailed empirical evaluations on immersive learning and quantify educational value. We report on a study that splits an introductory geosciences course into two groups with one group experiencing a traditional field trip, while a second group visits the same site virtually, immersing the students in the site using a head-mounted device. Results show the advantages of virtual field trips (VFTs) concerning enjoyment, learning experience, and actual lab scores. We embed the discussion of these results into a more general assessment of the advantages of VFTs and a taxonomy of VFTs as a basis for future studies.
@article{klippel2019transforming,
abstract = { The value of field trips is undisputed across disciplines. Field-site visits whether in social or physical sciences provide grounding for place- and discovery-based learning. Yet field trips have limitations that can now be overcome by the promise of immersive technologies that can improve quality and accessibility. This promise is twofold: First, we can harness advancements made in sensing technologies to create immersive experiences of places across the earth efficiently; second, we can provide detailed empirical evaluations on immersive learning and quantify educational value. We report on a study that splits an introductory geosciences course into two groups with one group experiencing a traditional field trip, while a second group visits the same site virtually, immersing the students in the site using a head-mounted device. Results show the advantages of virtual field trips (VFTs) concerning enjoyment, learning experience, and actual lab scores. We embed the discussion of these results into a more general assessment of the advantages of VFTs and a taxonomy of VFTs as a basis for future studies. },
added-at = {2023-06-23T14:07:26.000+0200},
author = {Klippel, Alexander and Zhao, Jiayan and Jackson, Kathy Lou and Femina, Peter La and Stubbs, Chris and Wetzel, Ryan and Blair, Jordan and Wallgrün, Jan Oliver and Oprean, Danielle},
biburl = {https://www.bibsonomy.org/bibtex/2d3565944c4f449da4484226fc47cc555/abernstetter},
doi = {10.1177/0735633119854025},
eprint = {https://doi.org/10.1177/0735633119854025},
interhash = {ca8e1ec3304817c42c03a0204c87a919},
intrahash = {d3565944c4f449da4484226fc47cc555},
journal = {Journal of Educational Computing Research},
keywords = {immersive},
number = 7,
pages = {1745-1771},
timestamp = {2023-06-23T14:07:26.000+0200},
title = {Transforming Earth Science Education Through Immersive Experiences: Delivering on a Long Held Promise},
url = {https://doi.org/10.1177/0735633119854025 },
volume = 57,
year = 2019
}