Learning Desert Geomorphology Virtually versus in the Field

Abstract

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.

Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices

“…The flip side of this result is that the AR field trip modules did not decrease nor detract from student learning, which is consistent with findings from recent research comparing traditional curriculum with other VFT-like activities (Stumpf et al, 2008;Stokes et al, 2012;Pringle, 2013;Friess et al, 2016). Elsewhere, VFTs and AR field trips have been shown to improve student interest in learning the geosciences (Spicer and Stratford, 2001;Pringle, 2013;Bursztyn et al, 2017), so these improvements in student engagement can be gained with mobile-device activities without negatively impacting student learning.…”

“…Although on one hand, mobile AR technologies can represent a communication gap between incoming freshmen and educators (National Higher Education ICT Initiative, 2007;Perlmutter, 2011;Dahlstrom and Bichsel, 2014), studies have shown that simulations, games, and virtual field trips (VFTs) actually increase students' motivation (McGreen and Sánchez, 2005;Bell et al, 2009;Honey and Hilton, 2011;Johnson and Johnston, 2013;Bursztyn et al, 2017). There have been increasing reports of VFTs being used in a variety of college courses, including biology, medicine, engineering, geography, and geology (e.g., Spicer and Stratford, 2001;Liarokapis et al, 2004;Stumpf et al, 2008;Jacobson et al, 2009;Yuen et al, 2011;Lee, 2012;Pringle, 2013;Friess et al, 2016). Results from those studies indicate that Bursztyn et al | Assessment of student learning using augmented reality field trips for mobile smart devices GEOSPHERE | Volume 13 | Number 2 students enjoy using the VFTs, and researchers see gains in interest in the material through the interactivity and immersive experience as compared to traditional learning (Spicer and Stratford, 2001;Stumpf et al, 2008;Jacobson et al, 2009;Pringle, 2013;Friess et al, 2016).…”

“…There have been increasing reports of VFTs being used in a variety of college courses, including biology, medicine, engineering, geography, and geology (e.g., Spicer and Stratford, 2001;Liarokapis et al, 2004;Stumpf et al, 2008;Jacobson et al, 2009;Yuen et al, 2011;Lee, 2012;Pringle, 2013;Friess et al, 2016). Results from those studies indicate that Bursztyn et al | Assessment of student learning using augmented reality field trips for mobile smart devices GEOSPHERE | Volume 13 | Number 2 students enjoy using the VFTs, and researchers see gains in interest in the material through the interactivity and immersive experience as compared to traditional learning (Spicer and Stratford, 2001;Stumpf et al, 2008;Jacobson et al, 2009;Pringle, 2013;Friess et al, 2016). AR usage in medical, engineering, and mathematics education has resulted in similar findings (e.g., Liarokapis et al, 2004;Yuen et al, 2011;Lee, 2012).…”

Footprints in the sky: using student track logs from a “bird's eye view” virtual field trip to enhance learning

“…Dykes et al, 1999;Spicer & Stratford, 2001;Wentz et al, 1999) and/or testing (e.g. Lang et al, 2012;Stumpf et al, 2008). Student track logs within a VFT can produce behavioural insights into learning that are not available from these two techniques.…”

“…Examples of enhancement include preparing for a real field trip (Priestnall, 2009), aiding data collation in the evenings of a residential course (Dykes et al, 1999) and student-produced VFTs as a reporting medium (Eusden et al, 2012). VFTs have also been suggested as solutions to problems such as accessibility for disabled students (Stumpf et al, 2008); health and safety issues (Stainfield et al, 2000) and locations that are impractical to physically visit (Granshaw & Duggan-Haas, 2012). …”