VFT: Reedsville in Fall 2018 vs. EnergySites in Spring 2019 Report
Jiayan Zhao
May 27, 2019
Demographics
Reedsville
| count | average | Male | Female | Junior | Sophomore | Freshman | White | Asian | |
|---|---|---|---|---|---|---|---|---|---|
| Reedsville | 19 | 19.94737 | 13 | 6 | 13 | 4 | 2 | 18 | 1 |
EnergySites
| count | average | Male | Female | Senior | Junior | Sophomore | White | Asian | Black/African American | |
|---|---|---|---|---|---|---|---|---|---|---|
| EnergySites | 14 | 21.64286 | 9 | 5 | 10 | 3 | 1 | 12 | 1 | 1 |
SOD
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 19 3.79 0.43 3.73 3.8 0.4 2.93 4.53 1.6 0.01 -0.96 0.1
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 14 3.72 0.78 3.83 3.77 0.64 2 4.87 2.87 -0.73 -0.29
## se
## X1 0.21##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.30151, df = 18.782, p-value = 0.7663
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4113929 0.5497387
## sample estimates:
## mean of x mean of y
## 3.792982 3.723810Tech Enjoyment
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 19 3.89 0.95 4 3.91 1.48 2.5 5 2.5 -0.26 -1.48 0.22
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 4.14 0.86 4.5 4.21 0.74 2.5 5 2.5 -0.74 -0.81 0.23##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.78071, df = 29.556, p-value = 0.4412
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.8975909 0.4013503
## sample estimates:
## mean of x mean of y
## 3.894737 4.142857Reedsville. Post vs. EnergySites. Post
Learning experience
Post:“I learned a lot from the virtual field trip.”
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 19 3.47 1.02 3 3.47 1.48 2 5 3 0.22 -1.22 0.23
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.93 0.92 4 4 1.48 2 5 3 -0.43 -0.84 0.25##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -1.3424, df = 29.692, p-value = 0.1897
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.1472538 0.2374793
## sample estimates:
## mean of x mean of y
## 3.473684 3.928571Factor 1: Field Trip (FT) enjoyment
#Post:“I enjoyed using the virtual field trip.”
“I learned a lot from the virtual field trip.”
“Given the possibility, I would do the virtual field trip again.”
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 19 3.54 1.07 3.67 3.57 0.99 1.67 5 3.33 -0.31 -1.06
## se
## X1 0.25
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 4.1 0.9 4.33 4.19 0.99 2 5 3 -0.93 -0.19 0.24##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -1.6019, df = 30.398, p-value = 0.1195
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.2539498 0.1511929
## sample estimates:
## mean of x mean of y
## 3.543860 4.095238Factor 2: Spatial Situation Model (SSM)
##“Even now, I could still draw a plan of the spatial environment I observed.”
##“Even now, I could still find my way around the spatial environment.”
##“Even now, I still have a concrete mental image of the spatial environment.”
##“In my mind’s eye, I was able to clearly see the arrangements of the objects presented.”
##“I was able to make a good estimate of the size of the spatial environment.”
##“I was able to make a good estimate of how far apart things were from each other.”
##“I was able to imagine the arrangement of the space very well.”
##“I had a precise idea of the spatial surroundings.”
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 19 3.59 0.71 3.38 3.6 0.56 2.25 4.75 2.5 0.03 -1.02
## se
## X1 0.16
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 4.07 0.91 4.38 4.12 0.93 2.5 5 2.5 -0.47 -1.4 0.24##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -1.6418, df = 23.816, p-value = 0.1138
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.0821355 0.1234889
## sample estimates:
## mean of x mean of y
## 3.592105 4.071429Factor 3: Simulator Sickness (SS)
5 point-likert scale: 1 = none; 5 = severe
(a) General discomfort
(b) Fatigue
(c) Headache
(d) Eye strain
(e) Difficulty focusing
(f) Salivation increasing
(g) Sweating
(h) Nausea
(i) Difficulty concentrating
(j) Fullness of the Head
(k) Blurred vision
(l) Dizziness with eyes open
(m) Dizziness with eyes closed
(n) Vertigo
(o) Stomach awareness
(p) Burping
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 19 1.86 0.57 1.69 1.83 0.56 1.06 3.06 2 0.46 -0.97
## se
## X1 0.13
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 1.53 0.43 1.41 1.52 0.42 1 2.19 1.19 0.39 -1.51 0.11##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.8906, df = 30.983, p-value = 0.06806
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.02578525 0.68039051
## sample estimates:
## mean of x mean of y
## 1.858553 1.531250Factor 4: system evaluation (SE)
5 point-likert scale: 1 = strongly disagree; 5 = strongly agree
## (a) I found the VR system easy to use.
## (b) I did not need any further help during the virtual field trip.
## (c) The level of control provided by the hand controller was appropriate for the virtual field trip.
## (d) The hand controller was ideal for interacting with the virtual environment.
## (e) There were no glitches in the display
## (f) The display resolution was adequate for the virtual field trip
## (g) I found the visual content of the environment to be of high quality.
## (h) Objects in the virtual environment were very realistic
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 19 3.92 0.76 3.88 3.98 0.74 2 4.88 2.88 -0.79 0.07
## se
## X1 0.17
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.52 0.53 3.56 3.52 0.46 2.5 4.5 2 -0.01 -0.65 0.14##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.7987, df = 30.93, p-value = 0.08184
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.05402757 0.86041855
## sample estimates:
## mean of x mean of y
## 3.921053 3.517857Factor 5: Self-location
## (d) I felt as though I was physically present in the environment.
## (e) I felt like I was actually there in the environment.
## (f) I felt like I was part of the environment I observed.
## (g) I felt like the objects surrounded me.
## (i) I had the feeling that I was in the middle of the action rather than merely observing.
## (n) It seemed as though I actually took part in the action.
## (o) It seemed as though my self was present in the environment.
## (p) It was as though my true location had shifted into the environment.
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 19 3.11 1.09 3.29 3.11 1.06 1.14 5 3.86 -0.09 -0.86
## se
## X1 0.25
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.26 1.1 3.44 3.24 1.3 1.75 5 3.25 -0.04 -1.61 0.29##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.39931, df = 28.021, p-value = 0.6927
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.9419214 0.6345906
## sample estimates:
## mean of x mean of y
## 3.105263 3.258929Change of VFT attitude (Before vs. After the VFT)
## I can learn the same amount from a virtual field trip as I can from an actual field trip.
## I would rather visit an actual field site than experiencing a virtual field trip. (reverse coding)
## Virtual field trips can replace actual field trips.
## I would like to see more use of virtual field trips in university teaching.
## I think both virtual field trips and actual field trips can be useful in learning geoscience materials.
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 19 3.13 0.78 3.2 3.15 0.59 1.4 4.4 3 -0.41 -0.57 0.18
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 19 3.01 0.87 3 3.01 0.59 1.2 4.8 3.6 -0.19 -0.14 0.2
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.29 0.67 3.4 3.32 0.59 1.8 4.4 2.6 -0.41 -0.5 0.18
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.44 0.94 3.7 3.53 0.74 1.4 4.4 3 -0.91 -0.48 0.25
##
## [1] "ANOVA"
## Model df AIC BIC logLik Test
## baseline 1 4 142.8938 151.5294 -67.44692
## MeasureTimeM 2 5 144.8168 155.6112 -67.40841 1 vs 2
## ConditionM 3 6 145.5707 158.5240 -66.78535 2 vs 3
## MeasureTime_condition 4 7 146.7351 161.8473 -66.36756 3 vs 4
## L.Ratio p-value
## baseline
## MeasureTimeM 0.0770157 0.7814
## ConditionM 1.2461271 0.2643
## MeasureTime_condition 0.8355818 0.3607
##
##
##
## [1] "Post-hoc"
## Value Std.Error DF
## (Intercept) 3.1263158 0.1907848 30
## measure.timemeasure.2 -0.1157895 0.1488819 30
## conditionEnergySites 0.1967611 0.2993279 30
## measure.timemeasure.2:conditionEnergySites 0.2080972 0.2335851 30
## t-value p-value
## (Intercept) 16.3866041 1.634764e-16
## measure.timemeasure.2 -0.7777272 4.428203e-01
## conditionEnergySites 0.6573431 5.159724e-01
## measure.timemeasure.2:conditionEnergySites 0.8908838 3.800810e-01
##
## [1] "Within effect size"
## [1] "r = 0.140582771731927"
##
## [1] "Between effect size"
## [1] "r = 0.119158810256158"
##
## [1] "Interaction effect size"
## [1] "r = 0.160542609077441"Correlation matrix
Reedsville
## [1] "Reedsville"
##
## row column cor p
## 1 SOD Tech Enjoyment 0.27592060 2.528600e-01
## 2 SOD Learning Experience -0.11086534 6.513837e-01
## 3 Tech Enjoyment Learning Experience -0.40369138 8.652480e-02
## 4 SOD FT Enjoyment -0.11777304 6.310950e-01
## 5 Tech Enjoyment FT Enjoyment -0.12225183 6.180728e-01
## 6 Learning Experience FT Enjoyment 0.85135093 3.792577e-06
## 7 SOD SSM -0.24402426 3.140347e-01
## 8 Tech Enjoyment SSM -0.13943787 5.691347e-01
## 9 Learning Experience SSM 0.60908715 5.639985e-03
## 10 FT Enjoyment SSM 0.72267804 4.736591e-04
## 11 SOD Simulator Sickness 0.30771983 1.999725e-01
## 12 Tech Enjoyment Simulator Sickness -0.32391772 1.760928e-01
## 13 Learning Experience Simulator Sickness -0.21298915 3.813137e-01
## 14 FT Enjoyment Simulator Sickness -0.59474984 7.233664e-03
## 15 SSM Simulator Sickness -0.56444066 1.181556e-02
## 16 SOD System Evaluation -0.25141187 2.991407e-01
## 17 Tech Enjoyment System Evaluation 0.02630719 9.148656e-01
## 18 Learning Experience System Evaluation 0.40048310 8.929592e-02
## 19 FT Enjoyment System Evaluation 0.62106801 4.539836e-03
## 20 SSM System Evaluation 0.60987862 5.561160e-03
## 21 Simulator Sickness System Evaluation -0.76304952 1.446826e-04
## 22 SOD Self-location -0.17488828 4.739200e-01
## 23 Tech Enjoyment Self-location -0.36484851 1.245680e-01
## 24 Learning Experience Self-location 0.83294994 9.573671e-06
## 25 FT Enjoyment Self-location 0.80821528 2.830697e-05
## 26 SSM Self-location 0.71633268 5.604535e-04
## 27 Simulator Sickness Self-location -0.30489263 2.043501e-01
## 28 System Evaluation Self-location 0.48903074 3.359974e-02
## NULLEnergySites
## [1] "EnergySites"
##
## row column cor p
## 1 SOD Tech Enjoyment -0.22331716 4.428183e-01
## 2 SOD Learning Experience 0.30886861 2.826054e-01
## 3 Tech Enjoyment Learning Experience 0.15944565 5.861163e-01
## 4 SOD FT Enjoyment 0.41725690 1.377092e-01
## 5 Tech Enjoyment FT Enjoyment -0.06823851 8.167019e-01
## 6 Learning Experience FT Enjoyment 0.90957623 6.479039e-06
## 7 SOD SSM 0.34502776 2.269877e-01
## 8 Tech Enjoyment SSM -0.03238823 9.124772e-01
## 9 Learning Experience SSM 0.60741705 2.122641e-02
## 10 FT Enjoyment SSM 0.67342666 8.287701e-03
## 11 SOD Simulator Sickness -0.36914589 1.939768e-01
## 12 Tech Enjoyment Simulator Sickness -0.23547741 4.176975e-01
## 13 Learning Experience Simulator Sickness -0.10483817 7.213305e-01
## 14 FT Enjoyment Simulator Sickness -0.02511877 9.320741e-01
## 15 SSM Simulator Sickness 0.22893828 4.311142e-01
## 16 SOD System Evaluation 0.17730909 5.442408e-01
## 17 Tech Enjoyment System Evaluation 0.05721023 8.459716e-01
## 18 Learning Experience System Evaluation 0.73810340 2.577653e-03
## 19 FT Enjoyment System Evaluation 0.72461676 3.373384e-03
## 20 SSM System Evaluation 0.61942423 1.815720e-02
## 21 Simulator Sickness System Evaluation 0.04017881 8.915268e-01
## 22 SOD Self-location 0.52649790 5.309135e-02
## 23 Tech Enjoyment Self-location -0.05215518 8.594523e-01
## 24 Learning Experience Self-location 0.64128978 1.344534e-02
## 25 FT Enjoyment Self-location 0.69033532 6.278136e-03
## 26 SSM Self-location 0.68747452 6.588227e-03
## 27 Simulator Sickness Self-location 0.09859209 7.373819e-01
## 28 System Evaluation Self-location 0.56034560 3.714311e-02
## NULLlinear Regression (only for EnergySites)
Predictor: SOD; DV: SSM
## [1] "Predictor: SOD; DV: SSM"## [1] "EnergySites"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.6829 -0.2976 0.2832 0.5307 0.9247
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 2.5688 1.2036 2.134 0.0541 .
## SOD 0.4035 0.3169 1.273 0.2270
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.8867 on 12 degrees of freedom
## Multiple R-squared: 0.119, Adjusted R-squared: 0.04563
## F-statistic: 1.622 on 1 and 12 DF, p-value: 0.227Predictor: SOD; DV: self-location
## [1] "Predictor: SOD; DV: Self-location"## [1] "EnergySites"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.7640 -0.6351 0.2231 0.7528 1.1765
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 0.4880 1.3174 0.370 0.7175
## SOD 0.7441 0.3469 2.145 0.0531 .
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.9706 on 12 degrees of freedom
## Multiple R-squared: 0.2772, Adjusted R-squared: 0.217
## F-statistic: 4.602 on 1 and 12 DF, p-value: 0.05309## [1] "Predictor: SOD; DV: post-attitude"
##
## Descriptive statistics by group
## group: EnergySites
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.44 0.94 3.7 3.53 0.74 1.4 4.4 3 -0.91 -0.48 0.25## [1] "EnergySites"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.8883 -0.2951 0.1503 0.4230 1.0572
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 0.7768 1.0746 0.723 0.4836
## SOD 0.7159 0.2829 2.531 0.0264 *
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.7917 on 12 degrees of freedom
## Multiple R-squared: 0.348, Adjusted R-squared: 0.2936
## F-statistic: 6.404 on 1 and 12 DF, p-value: 0.02639Predictor: SOD; DV: FT Enjoyment
## [1] "Predictor: SOD; DV: FT Enjoyment"## [1] "EnergySites"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -2.2612 -0.4816 0.2441 0.5079 0.9970
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 2.2925 1.1561 1.983 0.0707 .
## SOD 0.4841 0.3044 1.590 0.1377
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.8517 on 12 degrees of freedom
## Multiple R-squared: 0.1741, Adjusted R-squared: 0.1053
## F-statistic: 2.53 on 1 and 12 DF, p-value: 0.1377Attitude Change before vs. after VFT (only for EnergySites)
##
## Descriptive statistics by group
## group: EnergySites.measure.1
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.29 0.67 3.4 3.32 0.59 1.8 4.4 2.6 -0.41 -0.5 0.18
##
## Descriptive statistics by group
## group: EnergySites.measure.2
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.44 0.94 3.7 3.53 0.74 1.4 4.4 3 -0.91 -0.48 0.25##
##
## Paired t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -1, df = 13, p-value = 0.3356
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4966294 0.1823436
## sample estimates:
## mean of the differences
## -0.1571429Open-ended responses
Reedsville Pre
| What benefits do you anticipate you will receive from experiencing the virtual field trip | What aspects of the virtual field trip are you most excited about? |
|---|---|
| A benefit from this experience is exposing myself to a new type of learning here at Penn State. | An aspect I am excited about is being able to use virtual reality for the first time and gaining a new way of learning. |
| I think I will get a better understanding of my surroundings and a better sense of direction while experiencing the virtual field trip. | I’ve never used virtual goggles before so I’m excited to experience and field trip to somewhere else while not actually being there. |
| Learning a new piece of technology that I have never heard of or operated before. | How realistic the virtual field trip is to reality. |
| It will be 1 on 1, teaching it to me at my own pace, vs a big lecture style group session on the actual field trip. | It will be a fun, new experience, something I haven’t really used VR for before. |
| Learning more about geology and the Bald Eagle formations. | Being able to use virtual reality. |
| It may be easier to do since the lab is setup in a way that it guides you through the entire process. | I am interested to see how well a VR experience in a lab will recreate actual being in the field |
| I feel that I will be able to learn even though I am not physically at the site. | I have never used virtual reality before. |
| Digital guidance for areas of interest. | The technological platform being utilized. |
| I believe a great benefit will just be not having to travel out to the location. Being able to stay on campus and experience the lab virtually is easier. | I’m excited to deal with virtual reality equipment. I haven’t had much experience with it, but I’ve always been intrigued by it. |
| That I can take my time and look at everything I need to. | To use the technology. |
| No outside factors | The experience of doing a virtual field trip for the first time |
| Learn more about the geologic history of the state college area while in a small group setting. | Experiencing virtual reality for the first time |
| I think it will be more engaging. | The whole idea of it. I have never used VR before. |
| I will be able to see certain formations that may be difficult to see with the naked eye in person. | Iââ¬â¢m excited to use the virtual reality equipment and be in a virtual world |
| More time can be spent looking at things so I can grasp a better understanding and I can work at my own pace | Getting to use new technology |
| Learn to use vr equipment | Learning from collin |
| Learning new things | Leaning new things |
| We will get to experience the Reedsville Formation without going to the field | Getting to have first hand experience with virtual reality |
| A more clear and concise answer to the questions on the lab. | First time using a virtual reality device. |
Reedsville Post
| What did you like best about your virtual field trip? | What did you like least about your virtual field trip? | What benefits do you think there are from using virtual field trips instead of actual field trips? | What would you change about your virtual field trip experience to enhance it for future students? |
|---|---|---|---|
| Personally I enjoyed the convenience of the virtual reality trip. | The thing I disliked the most was using virtual reality. | It is easy for students to use and we did not have to leave campus to actually go to the site. | Personally I am not a fan of virtual reality; however, for other students I believe they would enjoy it. |
| I liked the different ways of looking at the rocks and since it is right next to a highway it eliminated the noise. | It was kind of blurry for periods of times. | Less time consuming and provides more angles to look at the formations. | Make sure the laser is more calibrated and the vision less blurry. |
| I thought the overhead/ elevated views were ideal in understanding the layout of the formations. | Determining the grain size was difficult to observe since I was not able to get a closer look to some of the rock formations . | One benefit that cam from the virtual field trip is that while I observed the rock formations I was also being taught about them at the same time. | The zooming in on some of the grain sizes would be beneficial in order to understand their true size as well as including more scales in order to determine the magnitude of the formations. |
| I liked that it talked to you and walked you through everything, explaining what to do as you went along and teaching about the different things. And the pop ups with diagrams and questions made it very interactive too. | I did not like that you couldn’t go back and remeasure, because I messed up the measurement, clicked finish, and realized it later and by that time it was too late to go back and now I do not have enough data to accurately make the diagram. | It is more convenient, you can stay on campus and schedule when you are free to complete the field trip. It is also much less expensive in the long run because of factors such as transportation adding up over the years. VR is not cheap, but over the long run I feel like it could have financial benefits. | I would make it be more interactive and have more things that you can actually do (such as the measure tool) instead of sitting there and listening. |
| Being able to see the diagrams | It seems like I was in a cave the whole time | Being taught as you go around the place. | Still go to the place so the students can get a hands on approach to the environment |
| The interaction of all information being presented to you | It didn’t feel as interactive as being on the site. I feel this could be improved upon and made better through improvement of the app. | If setup properly, there can be information more accessible. | I felt disconnected from the narrator and felt like I was just looking at an image with someone speaking. I think if the lab was setup in a way that the narrator was there and actually recorded in a video format it may have felt more immersive. Also sound effects of what the site actually sounds like woud improve the immersivness. |
| It was my first experience with virtual reality. I also liked how there were explanations to go along with the lab. | It really strained my eyes, and I didn’t like that I could not go at my own pace. | You can go places in the comfort of your chair and you can make sure the class sees what you want them to see | Overall it was a good experience. I have no suggestions. |
| The initial impressions of putting on a VR Headset and the diagrams within the virtual space. | Terrible screen resolution, discomfort with the headset both mentally and physically, and inability to reach out and do what I wanted. | Bad weather or conflicting time schedules; thats it. | Make the experience more believable by increasing resolution and improving sensory imitations. Also, more work needs to be done for the calibration of the remote and the overall effect of depth of field. |
| I liked not actually having to travel to the location to participate in the field trip. | I didn’t like how the images were not very high in quality. | Some people may not like to travel to a location, so by doing it virtually, it can be very beneficial. | I would like higher quality images and more interaction throughout the virtual field trip. |
| I liked how I could see the formations from an elevated view. | The image seemed to be very fuzzy and hard to read the words. | You can go at your own pace and see more details. | The image should be clearer. |
| I like that someone was talking through it, not telling me what to observe but what I should be asking myself when observing. It made the experience more of a teaching experience rather than a videogame. | The clarity of the pictures when talking about grain sizes, the quality just made it hard to see what the narrator was talking about. | Saves time and money for everyone involved and it allows for a realistic environment not subjected to the weather or any other outside factors that would’ve made a physical field trip harder. | Quality and clarity of the site and pictures from the examples involved. |
| I liked how the information was being presented to me as I was able to look at specific examples | I occasionally got confused about where exactly the speaker was referencing in the formation, an indication such as a box might help | Seems more as if the speaker is up close with the rock formation with only you | I wold just place more indicators of where exactly the speaker is referencing, especially in some of the views where there were multiple pictures and graphs |
| The TA guided you through it while pointing out important information. | Sometimes it was boring and I lost focus. | It saves time and is more efficient. | Prompt the lab report questions to answer as you go. |
| I liked the different views and getting up close without actually having to go there in person. | The pictures were kind of blurry and it was a little hard to see the images when far away. | They save travel time. Also, you can look back at the pictures. | I would wan to see things more up close and at different angles. |
| I didn’t actually have to go to the field site and that it could be completed in less time. | It made my head feel weird and my eyes hurt. | If it isn’t possible to go to the actual field site, the virtual trip would allow students to still experience the field trip. | If there was a way to alter the technology so that students don’t feel so sick that would be very beneficial . |
| It did not take 2 hours | not sure how much info i will retain for the lab portion | we didnt have to drive all the way out there | only do it if the weather is really bad, maybe incorporate the written lab simultaneously |
| I enjoyed being in the space without actually having to travel there. | I have a headache after and eyes are straining. | No need to transport everyone to the site. | Nothing |
| I liked the elevated views | I didnt like how sometimes the view through the virtual reality became blurry. | You can view the actual site without having to go there | I would maybe try to enhance the image a little bit so it didnt become blurry throughout the lab. |
| The measurements were very easy to take and I didn’t actually need to write anything down which was convenient. | Because the measurement site wasn’t an extremely high quality, it was a little difficult to see the precise transitions from one strata to the next. | More streamlined approach to the lab makes it easier to learn exactly what we need to learn. | Increase resolutions. Also, tell students to keep their glasses on. I took them off and it got a little blurry until I put them back on. |
EnergySites Pre
| What benefits do you anticipate you will receive from experiencing the virtual field trip | What aspects of the virtual field trip are you most excited about? |
|---|---|
| A mental picture of the areas we often read about but canââ¬â¢t physically go to | The ability to see an area from all angles |
| Not sure | Using the technology |
| To be able to experience views of a fracking well that aren’t typically accessable | Same as answer 1 |
| Seeing classroom knowledge applied in a real world setting | To see how an energy site works and all of the processes that go into making it possible |
| The benefit of actually getting to see an energy site in addition to getting to experience virtual reality for the first time. | Having minimal knowledge on what an energy site look like, I am excited to get to be able to visualize one. |
| Better understanding | getting to experience VR |
| More knowledge about fracking sites and how it actually works | Seeing these sites as close as possible. |
| Being able to “visit” a fracking site that we otherwise would not have been able to see | To see how it looks, and try out the VR |
| I have never been to a fracking site before. I am looking forward to experiencing a site visit from multiple perspectives. | I am excited to see how immersive this technology is and the inner workings of a fracking site. |
| Having a new experience with VR. | Seeing how realistic it actual is. |
| The ability to experience the almost real life procedures | The birds eye view |
| An opportunity to observe fracking up close without actually having to go to an out of the way fracking facility | The virtual reality aspect excites me the most; VR technology is very exciting and this would be my first experience with it. |
| Know what a tracking site looks like | Seeing a rig |
| New aspect to see the sites I don’t have chance to visit in person. | Everything |
EnergySites Post
| What did you like best about your virtual field trip? | What did you like least about your virtual field trip? | What benefits do you think there are from using virtual field trips instead of actual field trips? | What would you change about your virtual field trip experience to enhance it for future students? |
|---|---|---|---|
| The bird’s eye view | The resolution and not being able to move around | Cheaper, faster | Better resolution, ability to move to more angles |
| I liked being able to have a 360 view of the site. | The headset started to get uncomfortable and heavy after about 5 to 10 minutes. | I think that more people will be available for virtual trips. | I would make it more interactive. |
| The commentary paired with the changing perspectives. | The blinking cursor got annoying at times. | Less time involve and easier to coordinate. | More space per person |
| I liked the variety of perspectives shown including the use of the drone images. | The resolution could have been a little clearer. | I think that they are more cost-effective. While I don’t think that they should completely replace actual field trips I do think that virtual field trips reinforce classroom teaching to help students better understand the materials taught in class. | I would take more close up pictures of the wells so that their detail can be examined better to learn about the different parts and functions involved. |
| The use of virtual reality in order to examine the site. | The images were rather blurry, not sure if that was due to image quality or the virtual reality headset. | Saving resources such as time and money on taking a long trip to an actual site. | Maybe the ability to freely walk around the site with more options. |
| ability to visualize the site with a guide that could not be achieved by just looking at pictures | Visuals were slightly blurry made it hard to look at for a while | saves a lot of time and commitment for the students and I think is logistically easier | sound would be useful but also more downstream parts of the process |
| Was a neat experience and a fun way to learn. | Not enough sites visited | You can get the taste of actually going even if you are on a time crunch. | Let students control their own camera |
| I like the aerial view since I don’t often get to go into the air as a drone. | The eye strain and image clarity | It gave us an opportunity to see a site we wouldn’t have gotten to see otherwise. Given the option between going to the site or VR, I would always choose going to the site. | I would make the markers smaller or not blink |
| I liked the aerial view and learning about what each component of the site is. | The resolution of the display was fairly blurry. | It would save a lot of time and money for a similar experience. | Higher resolution images would reduce the eye strain. |
| The footage from the air. | Low quality images | They allow to work around time restraints or dangerous environmental conditions. | Better quality visuals, sound, and moving environment |
| The overall view | the virtual haziness creating motion sickness | transportation time/costs | my personal effects of motion sickness |
| The VR aspect was absolutely amazing. Very informative as well | Slight technical things such as a blur that follows the user’s path of vision and the pictures could have been higher quality. | Avoids weather problems, no travel costs, saves time, eliminates physical disabilities (except for blindness) | Upgrade picture quality |
| Seeing the setting of the gas setup and how things worked | Image quality could be better along with the guidance aspect. Seemed like one image was used for too long needed to be closer to the machinery. Needs audio. | Less cost, faster and convenient | Add audio, better guidance around the site, more close up shots of machinery, enhance the resolution, make the blinking dot smaller |
| It is real | I wish we could have more angles | get your different angles of observation | Maybe adding more interaction |