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"Field trips"
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The teacher who forgot too much
Catalina \"Cat\" Duran and her class are off to the recycling center for what seems like the worst field trip ever. But when they arrive, they find out that the recycling plant has been sabotaged! Only Cat and her friends can save the day (and help save the Earth, too!).
Book
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning
This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
Journal Article
These rocks count!
\"Mr. Tate's class is about to learn there's more to rocks than being dirty lumps on the ground. On this field trip they're visiting the rocky ridge mountains to learn about rocks. At first the children think rocks will be boring, but they soon learn that rocks are all around us in ways we might not expect--such as glass and toothpaste\"-- Provided by publisher.
Book
The value of being there: toward a science of immersive virtual field trips
With immersive experiences becoming a medium for mass communication, we need pedagogies as well as scientific, evidence-based design principles for immersive learning. To foster evidence-based designs of immersive learning, we detail an empirical evaluation of a geosciences field trip, common in undergraduate education across numerous disciplines. The study builds on a previously proposed research framework in which we detailed a basic taxonomy of virtual field trips distinguishing between basic, plus, and advanced immersive virtual field trip experiences. The experiment reported here expands the original evaluation of basic field trips into the realm of plus versions using pseudo-aerial 360∘ imagery to provide embodied experiences that are not possible during the actual field trip. We also refined our original experimental design placing a stronger focus on the qualitative feedback elicited from the students. Results show an overwhelmingly positive response of students to virtual field trips with significantly higher-valued learning experience and enjoyment. Furthermore, the introduction of pseudo-aerial imagery (together with higher image resolution) shows a significant improvement in the participants spatial situation model. As contextualizing and spatially grounding is essential for place-based learning experiences, plus versions of virtual field trips have the potential to add value to the learning outcome and immersive virtual field trip experience. We discuss these encouraging results as well as critical feedback from the participants, such as the absence of touch in virtual experiences, and lay out our vision for the future of immersive learning experiences across environmental sciences.
Journal Article
Field trip to the moon
In this wordless picture book, a girl is accidentally left behind on a class trip to the moon.
Book
The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration
To adequately prepare students for engineering practices, it is imperative that institutions adopt innovative methods of teaching, learning, and assessment. One such approach is the use of real field trips (RFT) to construction sites, which can enhance students’ perceptions of related careers. Although virtual field trips (VFTs) have emerged as a viable alternative—or supplement—to traditional field trips, little is known about their potential to provide the same or similar career exploration advantages. Using responses from a self-reported questionnaire administered to university students who participated in an RFT, this study sought to examine the usefulness of site visits in developing essential skills required for civil engineers. It also examines student perceptions on the use of VFTs as part of their university experience and the extent to which it could replace RFTs. The results indicate that students consider VFT as an enjoyable way to learn, given the possibilities facilitated by the new technology. However, notwithstanding its success, the students commonly opined that VFT was not a substitute for a RFT. From a holistic perspective, the issue is not whether VFTs can replace traditional field trips or not; it is rather the focus on identifying an integrated approach that combines lectures, and virtual and real field trips in a manner that supports a social constructivism mode of learning. Ultimately, this combination will enable students to effectively construct multiple links between lectures given in a hall and the real world outside.
Journal Article
Young Cam Jansen and the zoo note mystery
Cam helps her friend Eric when he misplaces his permission slip to go on the school field trip.
Book
Combining remote sensing surveys, digital and in situ field trips in higher education geology classroom
The OceanField project is an integrated field-work and classroom-based course offered to first year Master students in Marine Geosciences (at the European Institute for Marine Studies IUEM - University of Brest), creating a synergy between (1) geology field class, (2) photogrammetric data acquisition and (3) data processing to produce digital terrain models, enabling the immersive experience to be extended in a digital working environment once back in class. In this way, the students experiment different approaches for observing and analysing the structure, geometry and nature of a past oceanic domain in the Alps, and gain an understanding of how it works (from its birth to its disappearance). At the same time, participating in the acquisition and processing of photogrammetric data, students acquire new technical skills. By not only being immersed in the virtual environment, but also contributing to its creation, students are involved in the various stages of the data lifecycle. As a result, they become more aware of multiscale data quality and of the opportunities offered by virtual environment accuracy.
Journal Article
Zoo
\"Carefully leveled text and vibrant photographs take young readers on a field trip to the zoo, introducing them to a variety of animals and showing them some of the activities they can enjoy there.\"-- Provided by publisher.
Book
Extending Realities: Developing Connection Through Emerging Technologies
This scholarly article aims to furnish the reader with a comprehensive survey of the history, theoretical, and philosophical underpinnings of field trips; an exploration of the integration of extended realities (XR) and immersive technologies into classroom environments; and an in-depth examination of how these technologies can provide students with learning experiences that mirror traditional field trips. In addition, this article will document the experiences of working with students of varied programs and universities, including writing and education, to comprehend issues of inclusion, accessibility, and universal design within XR, the artifacts created by student–teacher candidates in their studies, and the process of incorporating the development of XR spaces as an integral component of learning and assessment within educational programs. The article concludes by discussing the challenges, opportunities, and implications of XR technologies in current educational environments and for the future of learning and how virtual field trips can create spaces of inclusion.
Journal Article