The Virtual Field Trip: Investigating How to Optimize Immersive Virtual Learning in Climate Change Education

Autor/inn/en	Petersen, Gustav B.; Klingenberg, Sara; Mayer, Richard E.; Makransky, Guido
Titel	The Virtual Field Trip: Investigating How to Optimize Immersive Virtual Learning in Climate Change Education
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.2098-2114 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petersen, Gustav B.) ORCID (Makransky, Guido)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12991
Schlagwörter	Field Trips; Educational Technology; Technology Uses in Education; Computer Simulation; Simulated Environment; Climate; Environmental Education; Grade 7; Grade 8; Foreign Countries; Greenland + Suchen Sie Ihr Suchwort? Exkursion; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Künstliche Umwelt; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Grönland
Abstract	Immersive Virtual Reality (IVR) is being used for educational virtual field trips (VFTs) involving scenarios that may be too difficult, dangerous or expensive to experience in real life. We implemented an immersive VFT within the investigation phase of an inquiry-based learning (IBL) climate change intervention. Students investigated the consequences of climate change by virtually traveling to Greenland and exploring albedo and greenhouse effects first hand. A total of 102 seventh and eighth grade students were randomly assigned to one of two instructional conditions: (1) narrated pretraining followed by IVR exploration or (2) the same narrated training material integrated within the IVR exploration. Students in both conditions showed significant increases in declarative knowledge, self-efficacy, interest, STEM intentions, outcome expectations and intentions to change behavior from the pre- to post-assessment. However, there was a significant difference between conditions favoring the pretraining group on a transfer test consisting of an oral presentation to a fictitious UN panel. The findings suggest that educators can choose to present important prerequisite learning content before or during a VFT. However, adding pretraining may lead to better transfer test performance, presumably because it helps reduce cognitive load while learning in IVR. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01