Would you rather collect data in the rain or attend a virtual field trip? Findings from a series of virtual science field studies

Abstract

Virtual field trips open new possibilities for instructional designers to create more interactive worlds for learners. Three virtual field trips are examined which have all been developed for the Open University undergraduate science courses and make clever and innovative use of QuickTime Virtual Reality to allow students to enter three contrasting environments. Learning gains have been ascertained from pre- and post-test cognitive change scores. Perceived learning was also measured with a post experience questionnaire. The findings are interesting in that students felt they learnt more from the virtual environment than standing in the cold identifying biological samples. However, when it came to dealing with rock samples, students wanted to handle the real thing. This paper describes the advantages and disadvantages of using virtual science field trips and suggests the fine-tuning of feedback to students requires careful consideration in these types of virtual learning environments.