VFT: Reedsville Vive in Fall 2018 vs. Salona Vive in Spring 2019 Report
Jiayan Zhao
May 27, 2019
Demographics
Reedsville
| count | average | Male | Female | Sophomore | Junior | Freshman | Senior | White | Asian | Black/African American | Hispanic | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Reedsville | 25 | 19.76 | 15 | 10 | 10 | 9 | 4 | 2 | 20 | 3 | 1 | 1 |
Salona
| count | average | Male | Female | Sophomore | Senior | Freshman | Junior | White | Asian | Black/African American | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Salona | 9 | 20.77778 | 5 | 4 | 5 | 2 | 1 | 1 | 7 | 1 | 1 |
SOD
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 25 3.21 0.67 3.2 3.18 0.59 2.07 4.67 2.6 0.43 -0.63
## se
## X1 0.13
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.33 0.85 3.2 3.33 0.99 2.2 4.8 2.6 0.35 -1.39 0.28##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.35872, df = 11.804, p-value = 0.7261
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.7977153 0.5725301
## sample estimates:
## mean of x mean of y
## 3.213333 3.325926Tech Enjoyment
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 25 3.48 1.08 3.5 3.55 0.74 1 5 4 -0.21 -0.54 0.22
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.67 1.09 4 3.67 1.48 2 5 3 -0.12 -1.68 0.36##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.44119, df = 14.126, p-value = 0.6658
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.093359 0.720026
## sample estimates:
## mean of x mean of y
## 3.480000 3.666667Reedsville. Post vs. Salona. 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 25 2.76 1.13 3 2.71 1.48 1 5 4 0.12 -0.59 0.23
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 4 0.87 4 4 1.48 3 5 2 0 -1.81 0.29##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -3.3841, df = 18.468, p-value = 0.003213
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -2.0084325 -0.4715675
## sample estimates:
## mean of x mean of y
## 2.76 4.00
Factor 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 se
## X1 1 25 3.08 0.98 3 3.08 0.99 1 5 4 -0.01 -0.48 0.2
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 4 0.82 4.33 4 0.99 2.67 5 2.33 -0.27 -1.44 0.27##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -2.745, df = 16.894, p-value = 0.01387
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.6274439 -0.2125561
## sample estimates:
## mean of x mean of y
## 3.08 4.00
Factor 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 se
## X1 1 25 3.44 0.55 3.38 3.43 0.37 2.38 5 2.62 0.48 0.87 0.11
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.93 0.63 3.75 3.93 0.56 3.25 5 1.75 0.53 -1.48 0.21##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -2.0454, df = 12.625, p-value = 0.06224
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.99996194 0.02885083
## sample estimates:
## mean of x mean of y
## 3.445000 3.930556Factor 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 se
## X1 1 25 1.93 0.7 1.69 1.9 0.74 1 3.25 2.25 0.4 -1.26 0.14
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 1.91 0.77 2.38 1.91 0.65 1 2.81 1.81 -0.14 -2.08 0.26##
##
## Wilcoxon rank sum test with continuity correction
##
## data: total$value by total$condition
## W = 120.5, p-value = 0.7695
## alternative hypothesis: true location shift is not equal to 0Factor 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 se
## X1 1 25 3.59 0.68 3.62 3.59 0.56 2.12 5 2.88 0.04 -0.4 0.14
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 4.42 0.5 4.5 4.42 0.74 3.5 5 1.5 -0.43 -1.2 0.17##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -3.8335, df = 19.472, p-value = 0.00108
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.2772783 -0.3760551
## sample estimates:
## mean of x mean of y
## 3.590000 4.416667
Factor 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 25 3.17 0.87 3.29 3.16 0.64 1.57 5 3.43 -0.02 -0.51
## se
## X1 0.17
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 9 3.5 0.94 3.88 3.5 0.93 1.62 4.62 3 -0.64 -0.85
## se
## X1 0.31##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.93312, df = 13.274, p-value = 0.3674
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.1066078 0.4380363
## sample estimates:
## mean of x mean of y
## 3.165714 3.500000Change 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 25 3.14 0.74 3.2 3.13 0.89 2 4.6 2.6 -0.05 -1.03 0.15
##
## Descriptive statistics by group
## group: Reedsville
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 25 2.62 0.76 2.6 2.63 0.59 1 4 3 -0.03 -0.64 0.15
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.29 0.59 3.2 3.29 0.59 2.4 4.2 1.8 0.2 -1.46 0.2
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.67 0.6 3.6 3.67 0.59 3 4.8 1.8 0.48 -1.12 0.2
##
## [1] "ANOVA"
## Model df AIC BIC logLik Test
## baseline 1 4 157.5663 166.3249 -74.78315
## MeasureTimeM 2 5 154.9764 165.9247 -72.48820 1 vs 2
## ConditionM 3 6 150.4093 163.5472 -69.20465 2 vs 3
## MeasureTime_condition 4 7 141.7358 157.0634 -63.86792 3 vs 4
## L.Ratio p-value
## baseline
## MeasureTimeM 4.589911 0.0322
## ConditionM 6.567097 0.0104
## MeasureTime_condition 10.673467 0.0011
##
##
##
## [1] "Post-hoc"
## Value Std.Error DF t-value
## (Intercept) 3.1333333 0.1445134 31 21.6819637
## measure.timemeasure.2 -0.5666667 0.1433513 31 -3.9529942
## conditionSalona 0.1555556 0.2767220 31 0.5621366
## measure.timemeasure.2:conditionSalona 0.9444444 0.2744968 31 3.4406398
## p-value
## (Intercept) 2.709799e-20
## measure.timemeasure.2 4.162229e-04
## conditionSalona 5.780654e-01
## measure.timemeasure.2:conditionSalona 1.679456e-03
##
## [1] "Within effect size"
## [1] "r = 0.578910376892475"
##
## [1] "Between effect size"
## [1] "r = 0.100452026150346"
##
## [1] "Interaction effect size"
## [1] "r = 0.525683810874204"
Correlation matrix
Reedsville
## [1] "Reedsville"
##
## row column cor p
## 1 SOD Tech Enjoyment -0.02056310 9.222803e-01
## 2 SOD Learning Experience 0.05564089 7.916521e-01
## 3 Tech Enjoyment Learning Experience -0.05514498 7.934696e-01
## 4 SOD FT Enjoyment 0.09546271 6.498893e-01
## 5 Tech Enjoyment FT Enjoyment -0.05080147 8.094323e-01
## 6 Learning Experience FT Enjoyment 0.92434241 4.203971e-11
## 7 SOD SSM 0.20068652 3.361025e-01
## 8 Tech Enjoyment SSM 0.08998385 6.688297e-01
## 9 Learning Experience SSM 0.41533860 3.895111e-02
## 10 FT Enjoyment SSM 0.48755208 1.342962e-02
## 11 SOD Simulator Sickness -0.21720143 2.969835e-01
## 12 Tech Enjoyment Simulator Sickness -0.23827420 2.513848e-01
## 13 Learning Experience Simulator Sickness -0.41365875 3.982958e-02
## 14 FT Enjoyment Simulator Sickness -0.56167958 3.480860e-03
## 15 SSM Simulator Sickness -0.35762856 7.922917e-02
## 16 SOD System Evaluation -0.24798088 2.320065e-01
## 17 Tech Enjoyment System Evaluation 0.12182624 5.618379e-01
## 18 Learning Experience System Evaluation 0.31247505 1.283198e-01
## 19 FT Enjoyment System Evaluation 0.37541262 6.441944e-02
## 20 SSM System Evaluation 0.26700682 1.969600e-01
## 21 Simulator Sickness System Evaluation -0.17425043 4.048175e-01
## 22 SOD Self-location 0.04899205 8.161043e-01
## 23 Tech Enjoyment Self-location -0.03735516 8.592924e-01
## 24 Learning Experience Self-location 0.74584466 1.872624e-05
## 25 FT Enjoyment Self-location 0.71869596 5.188846e-05
## 26 SSM Self-location 0.46444189 1.933826e-02
## 27 Simulator Sickness Self-location -0.21488991 3.022802e-01
## 28 System Evaluation Self-location 0.45783410 2.137062e-02
## NULLSalona
## [1] "Salona"
##
## row column cor p
## 1 SOD Tech Enjoyment 0.50035670 0.170116880
## 2 SOD Learning Experience 0.24882463 0.518528814
## 3 Tech Enjoyment Learning Experience 0.13245324 0.734082310
## 4 SOD FT Enjoyment 0.11996290 0.758525469
## 5 Tech Enjoyment FT Enjoyment 0.04682929 0.904774322
## 6 Learning Experience FT Enjoyment 0.88388348 0.001565278
## 7 SOD SSM 0.47388720 0.197511927
## 8 Tech Enjoyment SSM 0.35946702 0.342040478
## 9 Learning Experience SSM 0.02856754 0.941842246
## 10 FT Enjoyment SSM 0.15150227 0.697204755
## 11 SOD Simulator Sickness -0.34007724 0.370543806
## 12 Tech Enjoyment Simulator Sickness -0.23083941 0.550122588
## 13 Learning Experience Simulator Sickness 0.01169664 0.976174518
## 14 FT Enjoyment Simulator Sickness 0.06203080 0.874036392
## 15 SSM Simulator Sickness -0.64400735 0.061219482
## 16 SOD System Evaluation -0.70686742 0.033231775
## 17 Tech Enjoyment System Evaluation -0.17206180 0.658011510
## 18 Learning Experience System Evaluation 0.28867513 0.451238872
## 19 FT Enjoyment System Evaluation 0.53582588 0.137037791
## 20 SSM System Evaluation -0.19379837 0.617345911
## 21 Simulator Sickness System Evaluation 0.33765291 0.374184543
## 22 SOD Self-location -0.47954008 0.191467038
## 23 Tech Enjoyment Self-location -0.16023533 0.680475130
## 24 Learning Experience Self-location 0.23042861 0.550852573
## 25 FT Enjoyment Self-location 0.54312545 0.130744292
## 26 SSM Self-location 0.06582779 0.866380040
## 27 Simulator Sickness Self-location 0.22909544 0.553224116
## 28 System Evaluation Self-location 0.88137689 0.001682482
## NULLlinear Regression (only for Salona)
Predictor: SOD; DV: SSM
## [1] "Predictor: SOD; DV: SSM"## [1] "Salona"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -0.83959 -0.38626 -0.03447 0.30089 0.80886
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 2.7606 0.8453 3.266 0.0138 *
## SOD 0.3518 0.2471 1.424 0.1975
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.5945 on 7 degrees of freedom
## Multiple R-squared: 0.2246, Adjusted R-squared: 0.1138
## F-statistic: 2.027 on 1 and 7 DF, p-value: 0.1975Predictor: SOD; DV: self-location
## [1] "Predictor: SOD; DV: Self-location"## [1] "Salona"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.09434 -0.81669 0.06117 0.45525 1.51729
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 5.2614 1.2532 4.198 0.00404 **
## SOD -0.5296 0.3663 -1.446 0.19147
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.8814 on 7 degrees of freedom
## Multiple R-squared: 0.23, Adjusted R-squared: 0.12
## F-statistic: 2.09 on 1 and 7 DF, p-value: 0.1915## [1] "Predictor: SOD; DV: post-attitude"
##
## Descriptive statistics by group
## group: Salona
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.67 0.6 3.6 3.67 0.59 3 4.8 1.8 0.48 -1.12 0.2## [1] "Salona"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -0.78506 -0.46589 0.08833 0.41122 1.04999
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 4.0164 0.9018 4.454 0.00296 **
## SOD -0.1052 0.2636 -0.399 0.70183
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.6343 on 7 degrees of freedom
## Multiple R-squared: 0.02223, Adjusted R-squared: -0.1175
## F-statistic: 0.1592 on 1 and 7 DF, p-value: 0.7018Predictor: SOD; DV: FT Enjoyment
## [1] "Predictor: SOD; DV: FT Enjoyment"## [1] "Salona"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.2037 -0.5030 0.2404 0.3325 1.0913
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 3.6171 1.2321 2.936 0.0218 *
## SOD 0.1151 0.3601 0.320 0.7585
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.8666 on 7 degrees of freedom
## Multiple R-squared: 0.01439, Adjusted R-squared: -0.1264
## F-statistic: 0.1022 on 1 and 7 DF, p-value: 0.7585Attitude Change before vs. after VFT (only for Salona)
##
## Descriptive statistics by group
## group: Salona.measure.1
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.29 0.59 3.2 3.29 0.59 2.4 4.2 1.8 0.2 -1.46 0.2
##
## Descriptive statistics by group
## group: Salona.measure.2
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 9 3.67 0.6 3.6 3.67 0.59 3 4.8 1.8 0.48 -1.12 0.2##
##
## Paired t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -1.4342, df = 8, p-value = 0.1894
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.9851931 0.2296375
## sample estimates:
## mean of the differences
## -0.3777778
## Open-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 new experience with technology. This is my first time experiencing a virtual field trip. | I am excited to see if I can learn better with this new technology. I prefer hands on experiences so I am excited to see how the virtual field trip compares. |
| The biggest benefit is that this VR thing is probably more convenient. I would have liked to go on the field trip, but doing it in VR will probably be an all around easier experience. I also won’t have to put up with the cold, which is nice. | I am excited to try out a virtual reality setup. I would consider myself a relatively avid gamer, but have never had the chance to try VR. It seems that VR is becoming more and more useful, so I’m glad I get to experience it here. |
| Learn about rock formations without having to go to the field | The ease of it |
| I think that this will save time compared to a physical field trip. | I am excited that I do not have to travel there. |
| The benefits I see in this lab would be not having to go to the actual site. | I am excited to see what this virtual field trip is like because I have never done anything like it before. |
| Technology experience, more focus | Experiencing VR |
| I hope that it will be a bit more guided and convenient than the actual field trip, and I think it will be easier to learn the concepts if we are placed in a virtual environment. | I’ve never used a Virtual Reality headset before, so that will be cool to use. I’m excited to see how technology could change learning and open doors for many opportunities in all realms of education. |
| Trying out a relatively new technology for educational purposes | How realistic the experienc is compared to the actual on site field trip |
| More time effective, less time traveling so more time for learning, or just less time overall. | I’m not sure what exactly it entails so I’m just excited to try something new. |
| Being able to experience a field trip without eating up a huge chunk of time. | experiencing virtual reality for the first time |
| I can learn at my own pace and it is morphed for the user which should be very beneficial. | I have thought that VR/AR would take off in the education system. I am very excited because I am more of a hands on learner. |
| I will be able to visualize the terms and concepts discussed in class thus helping me retain the information better. | Using the VR system and being able to navigate within that system to explore my surroundings. |
| Ease of access. Ease to collect digital samples. More clear insturctions. More accurate sample collection | Trying out new technology to see if it meets my expectations. |
| A field trip that best fits my schedule as a student. | Being able to complete it when I want to. |
| Knowing where it actually is in respect to other places, learn a bit more information. | Clicking the buttons and engaging in some activities and animations |
| I think I will understand the Reedsville/Bald Eagle formations much better | I am excited to try virtual reality |
| I think that is will be more effective and less stressful doing it on my time, but I would like to have a partner to work with. | I think using the new technology and experiencing what it is like to be in a virtual lab. |
| It is my first virtual experience, I am not excited, however, I hope I will be excited at the end. I hope I will have a clear image of the environment that will help me to complete my lab report pretty fine. | I am most exited about the virtual aspect. |
| I think it will be easier to know what certain materials are because they will be highlighted in the animation. | Seeing if I get a migraine from wearing the headset. |
| Better understanding of what we are learning in class from being able to compare it to a real life scenario. | Using virtual reality in a lab for the first time |
| A better understanding of what I am supposed to take away from the lab in terms of academics. Miscommunication is frequent with my TA, and, hopefully, a virtual environment will help to eliminate confusion. | Education through a virtual environment. |
| I have never used virtual reality technology before and I believe that using it for the first time in a guided way as classwork is a good first experience. | I am excited to get to experience virtual reality in a way that will help me in class. |
| It will give me insight into the using/development of the virtual experience. | The fact that the field trip is virtual because it shows how far we’ve come as a society. |
| Experiences of using VR | How does VR work |
| a little more immersive and easier to see and do everything | playing with vr and seeing how realistic it will be |
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? |
|---|---|---|---|
| It was really realistic, felt as if I was actually there. | Not being able to interact with the landscape and get a close view of the rocks. | I think it’s beneficial in the sense that transportation would not be an issue and this experience is more flexible for students. | Maybe send parts of the experience to the student so they can go back and view the images again. |
| I found novelty in trying out VR for the first time. It was a neat experience and i felt like I was there, especially at the beginning. However, this feeling quickly faded. | I felt as if the image quality was too low to actually replace going to the field. I think I will have a hard time recalling what I saw, mostly because I’m not quite sure of what I was supposed to be seeing. Another downside is that i could not take notes, so I may struggle with writing up things I only heard/saw once. | I think as this technology improves, it could replace field trips, especially if the image quality improves. This held my attention and kept me interested, until i started looking at the same grainy images again and again. | Improved image quality and maybe breaks to let us stop and write things down would make this a higher quality experience. |
| The aerial view | I didn’t understand how i was actually supposed to do the lab while i had a headset on my head. | Convenience | Better graphics the screen was blurry |
| I thought that the graphics were interesting since this was not a technology I have used before. | staring at the screen made me a bit nauseous | Probably saves money in the long run and time | I would make it shorter or break it up because I lost focus towards the end and felt pretty sick. |
| I really cannot say that I liked or enjoyed anything about the “virtual” field trip | I did not like the head-set it made me very uncomfortable, blurred my vision and I also have a headache from it. | I think the benefits would be more behind the scenes because you do not need a TA or professor watching over this type of lab and the student is able to do it at their own pace and scheduled time. | I would make it a video to watch and answer questions instead of using the headset. |
| The novelty of the experience | Needed more visual data presented simultaneously with the narration. E.g. have an animation that highlights area of rock in question as it is being described. | Saves time/gas. Don’t have to go out in the cold. Fewer distractions around. | See #2. |
| I liked the guided explanations that came with the virtual reality. I think these explanations really gave me more knowledge than I would have gotten if we had gone to the outcrop and we were left to our own devices. I also liked the convenience of it all, only having to go to the library for an hour. | I thought it was very hard to see details that are fairly important, like grain size and ripples in the Bald Eagle formation. I think that, even though there were some enlarged photos, I wasn’t ever capable of getting close enough to see the grain sizes and details that I needed to see. | I think virtual field trips are definitely beneficial in the sense of convenience and how it can guide you very clearly through certain methods. It certainly is much better than seeing a picture of the site and having to deduce details from only a picture. | I would try to make the images more detailed or make it easier to see the grain sizes and other small important elements (perhaps a zoom in feature, greater than just walking forward). |
| The visual and higher elevation view | Cannot take notes and pictures while doing the VR | Doesn’t get dark, not affected by rain | Being able to record notes |
| Just getting to use the VR software was very cool, also the 27 ft aerial view was entertaining and felt very realistic. | It was very difficult to interpret the formation when using the close up views. | It requires less time to complete and students are able to do the lab when it fits best for them during the week, not necessarily during their lab slot, although I didn’t pick up on that so I still did mine on Friday at 3:30. | Better closeup imagery, the resolution and picture quality for the measurement part was quite difficult to make an interpretation of. |
| i liked the measuring mechanic | i didn’t feel that i was at the formation and just seemed like a google maps street view of it. | less cost of travel, more flexible times for students | make it feel more like you are actually walking around the formation |
| I got to physically look at what was being explained in real time which made it easier to understand. | I realized I have a minor fear of heights. | This is a lot more interesting and suitable for kids of all ages rather than reading out of a textbook. It is easy to remember with pictures/videos/voices rather text in a book. | Warning for people with height phobia. |
| The ability to walk around and zoom in closer | The amount of notes I had to listen to while not being able to actively do anything to retain the information | saves money and gives the opportuinity for students to go somewhere that may not be possible as a field trip | more active learning and less spoken notes |
| It was cool to experience new tech | I couldn’t see well without my glasses. When I put my glasses on the edges were blurry which made my eyes watery | Elevating to high levels. | I would have better diagrams to display. I could read some parts of the diagram. |
| The direct observation of the formations. | The difficulty of taking notes while completing the field trip. | Time saver | Allow some way to view the formations while also being able to take notes. |
| Being able to hear the instructor clearly and having examples of what he was talking about. | Being elevated up in the sky and how blurry some of the pictures were. | Being able to see from different angles and heights. Have actual examples in from of you to understand what you are seeing. | Have more information, be able to move around more, more clear picture, clearer words and examples, and more questions as well. |
| I liked being able to view at an elevated surface | I did not like having to sit idly | There are no transportation costs and it is much easier to fit into a schedule | Nothing |
| Being able to look close up and then go traveling back to see the previous sections. | the blurred vision | a pretty good understanding of the lab based on them discussing the environment to me | fix the blurry vision |
| the picture of the area was pretty clear. And, I found the virtual field more helpful than I expected. I expected worse. | I am a nearsighted, so I could not focus easily. | I think virtual field is a great option in case of rain. Also, I can use virtual field after actual trip in order to check my observations. I think both methods are great combined together. | I would add “zoom in” function, because I am a nearsighted person and I think that was the reason of why this virtual trip was complicated to me. thus, my mind always takes time to observe and focus on things. I would be great if I had an hour instead of half an hour. |
| The elevated view, it felt like I was flying. | Not being able to walk around everywhere, and not being able to see clearly without looking at the zoomed in view. | You can see the rocks from different elevation angles, however I think that actual field trips are better. | I would make the narration specifically for the class, from the teacher. Or I would have a TA present to ask questions to. |
| The guided notes explaining how to do each part of the lab. | The rocks were blurry in some spots. | Convenience and efficient | Change the resolution so that the students can see the formations better. |
| Being guided through my environment and made aware of precise, real-life correlations of textbook examples. | It was extremely hard to go backwards in the lab. Instructions only popped up once, and, if accidentally dismissed, there was no apparent way to bring them back. The resolution of images was also an issue. | Abstract concepts can be made real and students can be transported anywhere instantly. | I would suggest navigation through material be made more clear and accessible. |
| I liked feeling as if the environment was around me. | The experience made me dizzy at some points, and I am concerned I will not remember the information when going to finish the lab in my lab manual. | The lab can be done without taking time to go on an actual field trip. | I would provide some basic information about the controls before going into the lab. |
| I had a voice relaying me information I had forgotten | I wish the images were of a better quality (more clear/HD) | You personally have a voice telling you what to look at | Give a warning before launching a student into the air or jolting them forward |
| The VR feels awesome. | The image is a little blurry. | We can do it easily and get a better sense of the site. | Make the image clearer. |
| Having notes and visual aids right in front of me | The narration | Allows us to see perspectives that wouldn’t be possible in real life like the elevated view | Less lecturing and more time to explore |
Salona 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? |
|---|---|
| Gaining experience using virtual reality equipment | Just the experience |
| Exposure to possible future implementation in schools for people who aren’t capable to travel or going to places that might not normally be experienced | Visualizing classroom ideas and implementing them on a real visible rock, like directionality and different types of rocks |
| I don’t know. | I don’t know. |
| just a new experience | i don’t really know at this moment |
| I get to understand the site more and it will be easier to observe without the noise of the cars. | Seeing how it is different from the actual site. |
| The difference between the virtual experience and the real world experience | the fact that it is VR |
| Enhancing my knowledge of the science behind the layout of the outcrop. | Not having to stand next to a busy highway where it is difficult to communicate with others due to noise. |
| The amazon gift card and also the joy of my first time using virtual reality. | Entering the Virtual world where anything is possible. I hope I can fly or something. |
| being able to do it without going on it | What the VR interpretation of reality is |
Salona 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 higher view of the rocks. | That I couldn’t rewind to hear something I missed or ask further questions. | During the actual field trip it was hard to hear what was being said by the TA’s because we were next to the road, so with the virtual field trip I was able to learn more because I could hear more. | Have an option to repeat what is being said as well as include a little help symbol or something that can be clicked on that has frequently asked questions about the actual field trip and answers. Including written script of what is being said floating would also be helpful to follow what is being said. |
| No required transportation, interactive learning experience that is standardized. | Can’t ask instructors questions, you can only hear an instruction once and if you miss it, too bad, the interface can be distracting from the actual intended learning experience. | No required transport of students, can take less time for students | Add a subtitles option |
| Looking around in VR is fun. | I think the image quality could be better. | I was able to see the higher parts of the formation better than I could during the actual field trip. | I wish you could move from one elevated viewpoint to another, rather than having to switch to the non-elevated view, switching to the non-elevated view next to it, and then switching to the elevated view. |
| explanations and quizes | eye concentration | for better education system | I think the focus for the image was not adjusting well, I think it has to do with the height when it initially set up height for the experiment |
| The realness and the ability to move throughout the site | The fatigue | We can explore anywhere in the world and those who are limited with have a chance to experience them too. | Be able to see the outcrop from a closer distance |
| It was very convenient in the sense that you can still view the necessary things and also take physical measurements like you would in reality. The trip was also very informative. | I was not able to ask questions when I was confused because the information was pre-recorded. Having random people in there also freaked me out, so did the robot. | It is beneficial because there are some places that one can not physically visit due to time constraint and distance but this makes it easier to bring the location to you. It also makes it easier to revisit the site if you feel like you need to reevaluate your data. | I would make it more interactive so it does not feel like a bunch of information being thrown at you because that could get boring and tiring. |
| Being able to measure the outcrop so easily. | Not being able to move around as much as I wanted to. | Safer than standing next to a highway. | Outline the different layers of rocks with colors and labels. |
| The view from up above was cool, and allowed you to see the site better | It hurt my head for sure | It could be safer and cheaper to do virtual field trips | Going to a more interesting place like a volcano or the bottom of the ocean. |
| It was very realistic and accurate | The ruler was difficult to use, and I couldn’t see the detail of the rock that well | those who are not physically able to go can get what they need out of it | For it’s purpose nothing. I did not feel the graphics were effective enough to truly give the detail in the different rocks. Some were darker and lighter and the thicknesses changed, but if I saw it in real life I would likely be able to see it better. |