Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

Abstract

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

An experimental study on reading in high‐immersion virtual reality

“…Virtual reality can teleport users to various places, and it facilitates a sense of presence. Therefore, the popularity of virtual trips and expeditions and their positive longitudinal effects on learning have been growing (eg, Makransky & Mayer, 2022; Zhao et al, 2022).…”

“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education

“…This affective state could also explain why they were more engaged and involved since they can navigate the real world even in the comfort of their homes as compared to simply watching static videos. Although pupils may have been overwhelmed by the novelty effect of a VFT as mentioned in other studies (e.g., Zhao et al, 2021 ), the longitudinal nature of our experiment settles this uncertainty. Upon examination, these positive affective outcomes seem to be in a tug of war with the cognitive outcomes.…”

Classroom Virtual Reality for Students With Disabilities: A Preliminary Guide to Available Virtual Content

“…Virtual field trips allow students and teachers to explore once inaccessible settings without additional time, expertise, and expense. Research behind virtual field trips is in its infancy, yet initial findings are positive (Zhao et al, 2022). In Zhao and Colleagues study, (2022) they found head-mounted display and mobile device VR field trips had positive effects on student learning, engagement, motivation, and enjoyment.…”