VFT: GO in Fall 2018 vs. Vive in Spring 2019 Report
Jiayan Zhao
May 27, 2019
Demographics
GO
| count | average | Male | Female | Junior | Sophomore | Freshman | White | Asian | |
|---|---|---|---|---|---|---|---|---|---|
| GO | 19 | 19.94737 | 13 | 6 | 13 | 4 | 2 | 18 | 1 |
Vive
| count | average | Male | Female | Sophomore | Junior | Freshman | Senior | White | Asian | Black/African American | Hispanic | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Vive | 25 | 19.76 | 15 | 10 | 10 | 9 | 4 | 2 | 20 | 3 | 1 | 1 |
SOD
##
## Descriptive statistics by group
## group: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 3.4826, df = 40.89, p-value = 0.001197
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## 0.2434862 0.9158121
## sample estimates:
## mean of x mean of y
## 3.792982 3.213333
## Tech Enjoyment 
##
## Descriptive statistics by group
## group: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.3477, df = 41.072, p-value = 0.1851
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2067002 1.0361739
## sample estimates:
## mean of x mean of y
## 3.894737 3.480000GO. Post vs. Vive. Post
Learning experience
Post:“I learned a lot from the virtual field trip.”
##
## Descriptive statistics by group
## group: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 2.195, df = 40.665, p-value = 0.03393
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## 0.05687599 1.37049244
## sample estimates:
## mean of x mean of y
## 3.473684 2.760000
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: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.4756, df = 36.883, p-value = 0.1485
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.1731474 1.1008667
## sample estimates:
## mean of x mean of y
## 3.54386 3.08000
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: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.75042, df = 33.011, p-value = 0.4583
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2517177 0.5459282
## sample estimates:
## mean of x mean of y
## 3.592105 3.445000
Factor 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: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.37435, df = 41.73, p-value = 0.71
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4566877 0.3137929
## sample estimates:
## mean of x mean of y
## 1.858553 1.930000
Factor 4: system evaluation (SE)
5 point-likert scale: 1 = strongly disagree; 5 = strongly agree
## (a) I found the Vive 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: GO
## 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: Vive
## 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##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.4943, df = 36.609, p-value = 0.1437
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.1179945 0.7800998
## sample estimates:
## mean of x mean of y
## 3.921053 3.590000
## ##Factor 4.1: usability
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: GO
## 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: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 25 3.19 0.84 3.25 3.18 0.74 1.62 5 3.38 0 -0.52 0.17##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.29899, df = 32.834, p-value = 0.7668
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.7004845 0.5210108
## sample estimates:
## mean of x mean of y
## 3.105263 3.195000
Change 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: GO
## 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: GO
## 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: Vive
## 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: Vive
## 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
##
## [1] "ANOVA"
## Model df AIC BIC logLik Test
## baseline 1 4 200.7131 210.5305 -96.35653
## MeasureTimeM 2 5 192.3721 204.6439 -91.18607 1 vs 2
## ConditionM 3 6 193.3043 208.0304 -90.65215 2 vs 3
## MeasureTime_condition 4 7 190.7282 207.9086 -88.36409 3 vs 4
## L.Ratio p-value
## baseline
## MeasureTimeM 10.340925 0.0013
## ConditionM 1.067824 0.3014
## MeasureTime_condition 4.576125 0.0324
##
##
##
## [1] "Post-hoc"
## Value Std.Error DF t-value
## (Intercept) 3.126315789 0.1788592 41 17.47919547
## measure.timemeasure.2 -0.115789474 0.1569878 41 -0.73756970
## conditionVive 0.007017544 0.2394087 41 0.02931198
## measure.timemeasure.2:conditionVive -0.450877193 0.2101332 41 -2.14567356
## p-value
## (Intercept) 1.307613e-20
## measure.timemeasure.2 4.649765e-01
## conditionVive 9.767580e-01
## measure.timemeasure.2:conditionVive 3.786957e-02
##
## [1] "Within effect size"
## [1] "r = 0.114432362922316"
##
## [1] "Between effect size"
## [1] "r = 0.00457771388537315"
##
## [1] "Interaction effect size"
## [1] "r = 0.317733191457279"
Correlation matrix
GO
## [1] "GO"
##
## 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
## NULLVive
## [1] "Vive"
##
## 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 0.02855218 8.922329e-01
## 23 Tech Enjoyment Self-location -0.04723998 8.225767e-01
## 24 Learning Experience Self-location 0.74227275 2.156478e-05
## 25 FT Enjoyment Self-location 0.69196612 1.271596e-04
## 26 SSM Self-location 0.49175740 1.253447e-02
## 27 Simulator Sickness Self-location -0.16536586 4.295510e-01
## 28 System Evaluation Self-location 0.46344981 1.963293e-02
## NULLlinear Regression (only for Vive)
Predictor: SOD; DV: SSM
## [1] "Predictor: SOD; DV: SSM"## [1] "Vive"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -0.96464 -0.34560 -0.08964 0.26848 1.48079
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 2.9190 0.5466 5.341 2.01e-05 ***
## SOD 0.1637 0.1666 0.982 0.336
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.5489 on 23 degrees of freedom
## Multiple R-squared: 0.04028, Adjusted R-squared: -0.001452
## F-statistic: 0.9652 on 1 and 23 DF, p-value: 0.3361Predictor: SOD; DV: self-location
## [1] "Predictor: SOD; DV: Self-location"## [1] "Vive"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.57426 -0.45162 0.07676 0.50345 1.78892
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 3.08101 0.84941 3.627 0.00141 **
## SOD 0.03547 0.25895 0.137 0.89223
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.8531 on 23 degrees of freedom
## Multiple R-squared: 0.0008152, Adjusted R-squared: -0.04263
## F-statistic: 0.01877 on 1 and 23 DF, p-value: 0.8922## [1] "Predictor: SOD; DV: post-attitude"
##
## Descriptive statistics by group
## group: Vive
## 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## [1] "Vive"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -1.67186 -0.47186 0.00293 0.38593 1.31851
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 2.1518 0.7681 2.801 0.0101 *
## SOD 0.1445 0.2342 0.617 0.5433
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.7714 on 23 degrees of freedom
## Multiple R-squared: 0.01628, Adjusted R-squared: -0.02649
## F-statistic: 0.3807 on 1 and 23 DF, p-value: 0.5433Predictor: SOD; DV: FT Enjoyment
## [1] "Predictor: SOD; DV: FT Enjoyment"## [1] "Vive"
##
##
## Call:
## lm(formula = as.formula(myFormula), data = regression.factor.dataframe)
##
## Residuals:
## Min 1Q Median 3Q Max
## -2.13368 -0.35595 -0.04113 0.44970 1.85707
##
## Coefficients:
## Estimate Std. Error t value Pr(>|t|)
## (Intercept) 2.6339 0.9901 2.66 0.014 *
## SOD 0.1388 0.3018 0.46 0.650
## ---
## Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
##
## Residual standard error: 0.9944 on 23 degrees of freedom
## Multiple R-squared: 0.009113, Adjusted R-squared: -0.03397
## F-statistic: 0.2115 on 1 and 23 DF, p-value: 0.6499Attitude Change before vs. after VFT (only for Vive)
##
## Descriptive statistics by group
## group: Vive.measure.1
## 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: Vive.measure.2
## 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##
##
## Paired t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 3.8662, df = 24, p-value = 0.0007383
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## 0.2461386 0.8098614
## sample estimates:
## mean of the differences
## 0.528
## Open-ended responses
GO 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. |
GO 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. |
Vive 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 |
Vive 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 |