%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 }