Garcia Manuel B, Nadelson Louis S, Yeh Andy
Educational Innovation and Technology Hub, FEU Institute of Technology, Manila, Philippines.
College of Education, University of the Philippines Diliman, Quezon City, Philippines.
Int J Child Care Educ Policy. 2023;17(1):4. doi: 10.1186/s40723-023-00110-x. Epub 2023 Jan 25.
Field trips are steadily declining due to limited funding, time constraints, safety concerns, and other logistical issues. Many schools are resorting to a virtual field trip (VFT), especially when education is disrupted due to public health concerns, natural disasters, or other unforeseen significant events. Virtual reality as a common form of VFT is likely not an option for many schools due to cost and other barriers. The purpose of our study was to explore the potential of going in a VFT using 360-degree (360°) videos as an alternative to a physical field trip in primary education. We recruited third-grade pupils (aged 8-9) from two private elementary schools to experience VFTs using 360° videos (360V) and regular videos (REGV). Using a switching-replications experimental design, we compared their content recall (assessment tests) and VFT experience (attitude, perceived usefulness, involvement, inquiry, video engagement, and virtual guide) across four-time points. Our results show that the increase in content recall scores of 360V groups after VFTs was consistently higher compared to REGV groups at all time points, although it was only significant in one quarter. We also found pupils' video engagement, involvement, and attitude as significant factors in their VFT experience. These results call attention to a possible implementation of VFTs and continue the long-standing tradition that has been acknowledged as a student-centered, interactive instructional method.
由于资金有限、时间限制、安全担忧以及其他后勤问题，实地考察正在稳步减少。许多学校正在采用虚拟实地考察（VFT），尤其是当教育因公共卫生问题、自然灾害或其他不可预见的重大事件而中断时。由于成本和其他障碍，虚拟现实作为VFT的一种常见形式，对许多学校来说可能不是一个选择。我们研究的目的是探索在小学教育中使用360度（360°）视频进行虚拟实地考察作为实地考察替代方案的潜力。我们从两所私立小学招募了三年级学生（8 - 9岁），让他们使用360°视频（360V）和常规视频（REGV）体验虚拟实地考察。采用切换重复实验设计，我们在四个时间点比较了他们的内容回忆（评估测试）和虚拟实地考察体验（态度、感知有用性、参与度、探究、视频参与度和虚拟导游）。我们的结果表明，在所有时间点，虚拟实地考察后360V组的内容回忆分数增幅始终高于REGV组，尽管仅在一个季度中具有显著性。我们还发现学生的视频参与度、参与度和态度是他们虚拟实地考察体验的重要因素。这些结果提请注意虚拟实地考察的一种可能实施方式，并延续了长期以来被认可为以学生为中心的互动教学方法的传统。
