Abstract
Immersive technologies have entered the mainstream. To establish them firmly in educational curricula requires both practical and empirical assessments that ultimately lead to best practice and design recommendations. We report on a study that contributes to both. To enrich geoscience education, we developed an immersive virtual field trip (iVFT) that we evaluated in previous small-scale studies. In order to make it accessible to larger audiences we (a) developed a version of the iVFT for mobile devices (Oculus Go); and (b) used an evolving public VR infrastructure at The Pennsylvania State University. The results of an empirical evaluation are insightful in that they show that system characteristics are only partially predicting learning experiences and that required mainstream adoption, that is, making immersive experiences mandatory for all students in a class, still has its challenges. We discuss the results and future developments.
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The lab grades of two students in the GO condition and four students in the Vive condition were outside 1.5 times the interquartile range above the upper quartile and bellow the lower quartile. They were therefore excluded from the analysis.
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Acknowledgements
Dr. Klippel would like to acknowledge support for his contributions to this research by the National Science Foundation, grant #1526520.
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Klippel, A. et al. (2019). Immersive Learning in the Wild: A Progress Report. In: Beck, D., et al. Immersive Learning Research Network. iLRN 2019. Communications in Computer and Information Science, vol 1044. Springer, Cham. https://doi.org/10.1007/978-3-030-23089-0_1
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