Virtual Reality (VR) and Geography Education: Potentials of 360° ‘Experiences’ in Secondary Schools

Prisille, Christopher; Ellerbrake, Marko

doi:10.1007/978-3-658-30956-5_18

Cited by 25 publications

(11 citation statements)

References 25 publications

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“…In particular, augmented reality "is uniquely changing the way people learn with mobile devices" (Joan 2015 , p. 9) and thus also provide new teaching methods in excursion didactics. As described by Budke and Kanwischer ( 2006 ; likewise, Hamilton et al 2021 ; Zhao et al 2020b ; Prisille and Ellerbrake 2020 ; Radianti et al 2020 ), the application of virtual reality in geographic teaching also shows great potential. However, augmented reality methods are ideally suited for excursions in which pupils and students are given the opportunity to form individual impressions on site in accordance with constructivist excursion approaches: the physical environment on site is supplemented with virtual information—not replaced by them, as it would be the case with virtual reality (cf.…”

Section: Extended Reality In (High School) Teachingmentioning

confidence: 95%

“…Extended realities and their potentials for visualizing geographic information have been studied increasingly in recent years (among many: Çöltekin et al 2020 ; Dickmann et al 2021 ; Dörner et al 2019 ; Jung et al 2020 ; Kersten and Edler 2020 ; Kühne 2021 ; Liu et al 2021 ) and is opening up more opportunities in teaching through its integration into schools and universities (among many: Arici et al 2019 ; Avila-Garzon et al 2021 ; Bacca et al 2014 ; Challenor and Ma 2019 ; Dunleavy et al 2009 ; Joan 2015 ; Kljun et al 2020 ; Klopfer and Sheldon 2010 ; Lindner et al 2021 ; Prisille and Ellerbrake 2020 ; Wu et al 2013 ). In particular, augmented reality "is uniquely changing the way people learn with mobile devices" (Joan 2015 , p. 9) and thus also provide new teaching methods in excursion didactics.…”

Section: Extended Reality In (High School) Teachingmentioning

confidence: 99%

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Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart

Koegst

2022

KN J. Cartogr. Geogr. Inf.

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The main focus of this article is on digital excursion formats at universities and their advantages with and without pandemic-related restrictions on teaching. The development of the application, its didactics and feedback from students are demonstrated using the example of the urban geography excursion developed as part of the 'InExkurs' project at the University of Tübingen. Compared to traditional overview excursions, digitally guided formats allow students more flexibility, autonomy and independence in the implementation. Aspects of gamification and location-based games can be used to increase motivation and, in combination with individual navigation, create associations with scavenger hunts. The use of extended reality on mobile devices enables a diverse application of digital information on site: the use of historical maps and photos as well as the integration of (fictional) characters is exemplified using the developed digital urban geography excursion. The first feedback on the excursion showed that the majority of participating students appreciated the digital format and would like to participate in excursions in this or similar formats more often.

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Section: Extended Reality In (High School) Teachingmentioning

confidence: 95%

Section: Extended Reality In (High School) Teachingmentioning

confidence: 99%

Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart

Koegst

2022

KN J. Cartogr. Geogr. Inf.

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“…In psychology, VR has been used as a tool for therapy and to study the effects of different environments on behavior (Martingano and Persky, 2021). In the field of digital media, VR has been used to create immersive, interactive experiences for users (Prisille and Ellerbrake, 2020). Obviously, the evolution of VR technology has significantly impacted various fields, and it will continue to expand the area of application.…”

Section: Introductionmentioning

confidence: 99%

Immersive innovations: an examination of the efficacy and evolution of virtual reality in human movement training

Deng,

Wang,

Dong

et al. 2023

RIA

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Purpose This systematic review, following preferred reporting items for systematic reviews and meta-analysis guidelines, rigorously investigates the emergent role of virtual reality (VR) technology in human movement training. The purpose of this study is to explore the effectiveness and evolution of VR in enhancing movement training experiences. Design/methodology/approach Acknowledging its pivotal role in diverse applications, such as sports and rehabilitation, human movement training is currently experiencing accelerated evolution, facilitated by the proliferation of wearable devices and mobile applications. This review conducted an exhaustive search across five different electronic databases, such as Web of Science, PubMed and ProQuest, resulting in the selection of 69 eligible articles published within the past five years. It also integrates 40 studies into a narrative summary, categorized based on the level of immersion offered by respective VR systems. Findings Enhanced immersion in VR potentially augments the effectiveness of movement training by engendering more realistic and captivating experiences for users. The immersive and interactive environments provided by VR technology enable tailored training experiences accompanied by precise, objective feedback. This review highlights the benefits of VR in human movement training and its potential to revolutionize the way training is conducted. Originality/value This systematic review contributes significantly to the existing literature by providing a comprehensive examination of the efficacy and evolution of VR in human movement training. By organizing the findings based on the level of immersion offered by VR systems, it provides valuable insights into the importance of immersion in enhancing training outcomes. In addition, this study identifies the need for future research focusing on the impacts of VR on learning and performance, as well as strategies to optimize its effectiveness and improve accessibility.

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“…In the twentieth and twenty-first centuries, advancements in digital media have resulted in new possibilities for teaching in schools and can provide an enriched learning experience by adding different resources e.g., additional images or even videos through a digital layer via augmented reality (AR) (Stintzing et al 2020). Using AR and virtual reality (VR) to visualize the 3D features of a landscape can provide different and more realistic ways to analyze the chosen landscape (Prisille and Ellerbrake 2020).…”

Section: Introductionmentioning

confidence: 99%

Different Levels of Complexity for Integrating Textured Extra-terrestrial Elevation Data in Game Engines for Educational Augmented and Virtual Reality Applications

Lindner¹,

Ortwein²,

Staar³

et al. 2021

KN J. Cartogr. Geogr. Inf.

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Elevation and visual data from Chang’E-2, Mars Viking, and MOLA were transformed into 3D models and environments using unity and unreal engine to be implemented in augmented (AR) and virtual reality (VR) applications, respectively. The workflows for the two game development engines and the two purposes overlap, but have significant differences stemming from their intended usage: both are used in educational settings, but while the AR app has to run on basic smartphones that students from all socio-economic backgrounds might have, the VR requires high-end PCs and can therefore make use of respective devices’ potential. Hence, the models for the AR app are reduced to the necessary components and sizes of the highest mountains on Luna and Mars, whereas the VR app contains several models of probe landing sites on Mars, a landscape containing the entire planet at multiple levels of detail and a complex environment. Both applications are enhanced for educational use with annotations and interactive elements. This study focuses on the transfer of scientific data into game development engines for the use in educational settings using the example of scales in extra-terrestrial environments.

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Virtual Reality (VR) and Geography Education: Potentials of 360° ‘Experiences’ in Secondary Schools

Cited by 25 publications

References 25 publications

Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart

Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart

Immersive innovations: an examination of the efficacy and evolution of virtual reality in human movement training

Different Levels of Complexity for Integrating Textured Extra-terrestrial Elevation Data in Game Engines for Educational Augmented and Virtual Reality Applications

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