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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1745-1771 |
| Number of pages | 27 |
| Journal | Journal of Educational Computing Research |
| Volume | 57 |
| Issue number | 7 |
| DOIs | |
| State | Published - Dec 1 2019 |
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All Science Journal Classification (ASJC) codes
- Education
- Computer Science Applications
Cite this
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Transforming Earth Science Education Through Immersive Experiences : Delivering on a Long Held Promise. / Klippel, Alexander; Zhao, Jiayan; Jackson, Kathy Lou; Lafemina, Peter Christopher; Stubbs, Chris; Wetzel, Ryan; Blair, Jordan; Wallgrün, Jan Oliver; Oprean, Danielle.
In: Journal of Educational Computing Research, Vol. 57, No. 7, 01.12.2019, p. 1745-1771.Research output: Contribution to journal › Article
TY - JOUR
T1 - Transforming Earth Science Education Through Immersive Experiences
T2 - Delivering on a Long Held Promise
AU - Klippel, Alexander
AU - Zhao, Jiayan
AU - Jackson, Kathy Lou
AU - Lafemina, Peter Christopher
AU - Stubbs, Chris
AU - Wetzel, Ryan
AU - Blair, Jordan
AU - Wallgrün, Jan Oliver
AU - Oprean, Danielle
PY - 2019/12/1
Y1 - 2019/12/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85068142006&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85068142006&partnerID=8YFLogxK
U2 - 10.1177/0735633119854025
DO - 10.1177/0735633119854025
M3 - Article
AN - SCOPUS:85068142006
VL - 57
SP - 1745
EP - 1771
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
SN - 0735-6331
IS - 7
ER -