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Immersive virtual field trips and elementary students’ perceptions
Author(s) -
Han Insook
Publication year - 2021
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12946
Subject(s) - trips architecture , perception , class (philosophy) , psychology , field (mathematics) , mathematics education , multimedia , computer science , pedagogy , medical education , medicine , mathematics , artificial intelligence , neuroscience , parallel computing , pure mathematics
In response to the increased attention and interest related to the application of virtual reality with head‐mounted displays in education, this study examined the elementary students’ perceptions of using immersive virtual field trips (VFTs) in the classroom. Reflection papers from 25 students were analyzed and triangulated with field notes from class observations and teacher interviews. The content analysis revealed that VFTs were perceived to be efficient with regard to time and cost, to expand learning opportunities, but lacked physical interaction. Elementary students also suggested immersive VFTs are engaging, real, and provide an increased perception of virtual presence. However, they also expressed concerns about health and safety, psychological side effects, technical malfunctions, and low social interaction.