A New Take on the Field Trip: A Low-Tech, Inquiry-Based Virtual Field Experience

Lukes, Laura

doi:10.2505/4/tst14_081_01_24

Cited by 13 publications

(10 citation statements)

References 1 publication

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“…One of the major benefits of VFTs is that they allow learners to visit places virtually (Lukes, ); hence, the feeling of really being in a place is essential to the experience. This study found that the level of this feeling was higher in all the three subcomponents of presence in immersive VFTs compared to traditional VFTs.…”

Section: Discussionmentioning

confidence: 99%

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Han¹

2019

Brit J Educational Tech

103

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The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head‐mounted displays (HMDs) on the presence and perceived learning. A mixed‐method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary‐school students through presence surveys and reflection papers. Statistical analyses were performed to compare immersive VFTs with traditional VFTs regarding students' virtual presence. Further, an inductive content analysis was performed to analyze reflection papers. The results showed an overall enhancement in virtual presence with the use of immersive VFTs. However, students felt that learning was not favorable with HMDs. The result of this study provides practical implications for the use of immersive VFTs in classroom settings.

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Section: Discussionmentioning

confidence: 99%

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Han¹

2019

Brit J Educational Tech

103

View full text Add to dashboard Cite

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“…VFTs have been used for many years in K‐12 education, higher education, and career preparation and training, across disciplines (Palmer, 2013; Wang, Ni, Rui, Cui, & Cheng, 2016). While the technological complexities of VFTs differ depending on their purpose, VFTs have common benefits; overcoming budgetary limitations (Lukes, 2014) and alleviating logistical barriers in traditional field trips (Krakowka, 2012). While many conventional VFTs use a combination of texts, audio, digital pictures, or digital videos (Hosticka et al , 2002), recent technological innovations permit researchers and practitioners to develop more engaging VFTs using advanced tools (Mathews, Andrews, & Luck, 2012; Treves, Viterbo, & Haklay, 2015; Tutwiler, Lin, & Chang, 2013).…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Despite positive attitudes toward traditional field trips (Nadelson & Jordan, 2012) and cognitive outcomes attained through trips (Coughlin, 2010), there are several barriers to successful field trips, such as logistical planning and safety issues, lack of funding and resources and lack of Americans with Disabilities Act (ADA) compliant sites (Tuthill & Klemm, 2002). With the use of VFTs, concerns related to the budget, time and place for trips can be alleviated (Lukes, 2014) with comparable learning benefits (Friess, Oliver, Quak, & Lau, 2016; Palmer, 2013). Moreover, VFTs can be used as an acceptable alternative to traditional trips for students with disabilities (Stumpf, Douglass, & Dorn, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Immersive virtual field trips and elementary students’ perceptions

Han¹

2020

Brit J Educational Tech

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In response to the increased attention and interest related to the application of virtual reality with head‐mounted displays in education, this study examined the elementary students’ perceptions of using immersive virtual field trips (VFTs) in the classroom. Reflection papers from 25 students were analyzed and triangulated with field notes from class observations and teacher interviews. The content analysis revealed that VFTs were perceived to be efficient with regard to time and cost, to expand learning opportunities, but lacked physical interaction. Elementary students also suggested immersive VFTs are engaging, real, and provide an increased perception of virtual presence. However, they also expressed concerns about health and safety, psychological side effects, technical malfunctions, and low social interaction.

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“…The current Information Age, need for distance education and engagement of a mobile smartphone society, and dwindling travel budgets have decreased opportunities for scientists to engage directly in-person with public audiences (Lacina, 2004;Lukes, 2014). As an alternative, some scientists have taken to participating in professionally produced online videos and even developing their own multimedia for reaching public audiences (León and Bourk, 2018).…”

Section: Introductionmentioning

confidence: 99%

Scientist Online: Entomologists' Experiences Engaging With School Audiences Through Skype in the Classroom

et al. 2020

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Scientists often aim to inspire others who may not be as knowledgeable about specific scientific concepts to increase science interest and knowledge, mobilize communities for social and political change, and encourage the pursuit of STEM careers. Ideally, scientists would interact with public audiences face-to-face for rich dialogue and engagement at community venues such as libraries, churches, schools, and grocery stores. However, research shows the majority of Americans spend their time searching for scientific information on the web. As an alternative, some scientists have taken to participating in produced online video. Some online video platforms allow for synchronous dialogic engagement, such as Skype, for video-sharing. Skype in the Classroom is offered for school interactions with content experts through virtual field trips. The following study provides a practical overview of a specific program called "Scientist Online: The Science of Mosquitoes," its application of Skype in the Classroom two-way video technology for fostering STEM dialogue, and a qualitative analysis of scientists' experiences and scientist-student interactions. The authors analyzed interviews with the participating scientists and call transcriptions of the scientist-student conversations with five schools and more than 100 students from Florida, Pennsylvania, Canada, and Pakistan. Skype in the Classroom served as an effective platform for scientists to engage with various school audiences, improving their confidence in science communication. The online synchronous format of Skype in the Classroom prompted scientists to prepare content and conduct background research of participants' locations in advance. Scientists recognized the importance of their roles as science communicators to dialogue about science in digestible terms, and Skype in the Classroom allowed them to balance their roles as researchers and contributors to public outreach. Recommendations are also discussed.

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A New Take on the Field Trip: A Low-Tech, Inquiry-Based Virtual Field Experience

Cited by 13 publications

References 1 publication

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Immersive virtual field trips and elementary students’ perceptions

Scientist Online: Entomologists' Experiences Engaging With School Audiences Through Skype in the Classroom

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