VFT: Salona 2019 Report
Jiayan Zhao
October 14, 2019
One Vive participant rks5394 was identified as an outlier because of his/her extremely low Self-location (1), low SSM (2.625). Tech Enjoyment: 5; Pre_VFT attitude: 2.8.
Demographics
Desktop
| count | average | Male | Female | White | Asian | Black/African American | |
|---|---|---|---|---|---|---|---|
| Desktop | 13 | 19.38462 | 8 | 5 | 11 | 1 | 1 |
Vive
| count | average | Female | Male | White | Asian | Black/African American | MiddleEastern | |
|---|---|---|---|---|---|---|---|---|
| Vive | 13 | 18.92308 | 7 | 6 | 10 | 1 | 1 | 1 |
SOD
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.68 0.51 3.8 3.74 0.3 2.53 4.2 1.67 -0.91 -0.36 0.14
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 13 3.52 0.64 3.47 3.53 0.59 2.53 4.47 1.93 -0.04 -1.44
## se
## X1 0.18##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.70318, df = 22.941, p-value = 0.489
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.3087691 0.6267178
## sample estimates:
## mean of x mean of y
## 3.682051 3.523077Tech Enjoyment
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.15 0.66 4.5 4.18 0.74 3 5 2 -0.53 -1.02 0.18
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.08 0.67 4 4.14 0.74 2.5 5 2.5 -0.63 0 0.19##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.29488, df = 23.989, p-value = 0.7706
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4614766 0.6153227
## sample estimates:
## mean of x mean of y
## 4.153846 4.076923Facotor1: 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: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 1.15 0.2 1.06 1.12 0.09 1 1.62 0.62 1.15 0.01 0.05
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 13 1.42 0.25 1.5 1.41 0.28 1.06 1.81 0.75 -0.04 -1.57
## se
## X1 0.07##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -3.0307, df = 22.934, p-value = 0.005957
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.44493763 -0.08390853
## sample estimates:
## mean of x mean of y
## 1.153846 1.418269
Factor 2: 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: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.56 0.41 4.62 4.61 0.37 3.5 5 1.5 -1.15 0.77 0.11
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.35 0.57 4.5 4.38 0.74 3.38 5 1.62 -0.3 -1.51 0.16##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.085, df = 21.783, p-value = 0.2898
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.1930453 0.6161223
## sample estimates:
## mean of x mean of y
## 4.557692 4.346154Factor 3: Elevated View (EV)
(f) I found the elevated experience (go up to the 360 image taken from 27 feet) useful
(g) Using elevated views helped me to get a better sense of the site
(h) Using elevated views provides access to the outcrop that is important but not accessible from the ground
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.13 0.7 4 4.18 0.49 2.67 5 2.33 -0.37 -0.81 0.19
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.21 0.95 4.67 4.3 0.49 2.33 5 2.67 -0.6 -1.28 0.26##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.23522, df = 22.102, p-value = 0.8162
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.7549556 0.6011094
## sample estimates:
## mean of x mean of y
## 4.128205 4.205128Factor 4: 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: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 13 3.95 0.72 4 4.01 0.74 2.38 4.88 2.5 -0.57 -0.61
## se
## X1 0.2
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.98 0.62 4 3.95 0.93 3.25 5 1.75 0.37 -1.34 0.17##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.10951, df = 23.497, p-value = 0.9137
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.5731267 0.5154344
## sample estimates:
## mean of x mean of y
## 3.951923 3.980769Factor 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: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 13 2.99 1.07 3.14 3.03 1.27 1.14 4.43 3.29 -0.32 -1.36
## se
## X1 0.3
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.86 0.75 3.5 3.83 0.56 3 5 2 0.49 -1.55 0.21##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -2.3959, df = 21.443, p-value = 0.02577
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.6181356 -0.1153809
## sample estimates:
## mean of x mean of y
## 2.989011 3.855769
Factor 6: Learning outcomes
Factor 6.1 Representational fidelity
- The realism of the virtual field site motivates me to learn.
- The realism of the virtual field site helps to enhance my understanding.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4 0.84 4 4.05 0.74 2.5 5 2.5 -0.29 -1.41 0.23
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.12 0.55 4 4.14 0 3 5 2 -0.06 -0.44 0.15##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.4147, df = 20.58, p-value = 0.6827
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.6947311 0.4639618
## sample estimates:
## mean of x mean of y
## 4.000000 4.115385Factor 6.2 Immediacy of control
(3) The ability to change the view position of the field site allows me to learn better.
(4) The ability to change the view position of the field site makes learning more motivating and interesting.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.38 0.82 4.5 4.5 0.74 2.5 5 2.5 -1.12 -0.08 0.23
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.19 0.8 4.5 4.23 0.74 3 5 2 -0.25 -1.74 0.22##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.60339, df = 23.991, p-value = 0.5519
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4654965 0.8501119
## sample estimates:
## mean of x mean of y
## 4.384615 4.192308Factor 6.3 Perceived usefulness
(5) Using this type of computer program enhances/will enhance the effectiveness on my learning.
(6) This type of computer program allows/will allow me to progress at my own pace.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.15 0.75 4 4.18 0.74 3 5 2 -0.21 -1.52 0.21
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.46 0.66 4.5 4.55 0.74 3 5 2 -0.87 -0.57 0.18##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -1.113, df = 23.645, p-value = 0.2769
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.8787312 0.2633466
## sample estimates:
## mean of x mean of y
## 4.153846 4.461538Factor 6.4 Perceived ease of use
(7) Learning to operate this type of computer program is easy for me.
(8) It is easy for me to find information with the computer program.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.23 0.63 4 4.23 0.74 3.5 5 1.5 0.08 -1.77 0.18
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.35 0.83 4.5 4.5 0.74 2 5 3 -1.59 2.16 0.23##
##
## Wilcoxon rank sum test with continuity correction
##
## data: total$value by total$condition
## W = 68, p-value = 0.3948
## alternative hypothesis: true location shift is not equal to 0Factor 6.5 Field Trip Enjoyment/Motivation
(9) I enjoyed using the virtual field trip.
(10) Learning in the virtual field trip was fun.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.08 0.73 4 4.09 0.74 3 5 2 0.05 -1.44 0.2
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.62 0.51 5 4.64 0 4 5 1 -0.42 -1.96 0.14##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -2.182, df = 21.351, p-value = 0.04042
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -1.05114292 -0.02578016
## sample estimates:
## mean of x mean of y
## 4.076923 4.615385
Factor 6.6 Cognitive benefits
- The virtual field trip makes the comprehension easier.
- The virtual field trip helps me to have a better overview of the content learned.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.27 0.81 4.5 4.36 0.74 2.5 5 2.5 -0.72 -0.77 0.22
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.12 0.71 4 4.14 0.74 3 5 2 0.11 -1.62 0.2##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.51568, df = 23.633, p-value = 0.6109
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4623943 0.7700866
## sample estimates:
## mean of x mean of y
## 4.269231 4.115385Factor 6.7 Control and active learning
(13) The virtual field trip allows me to be more responsive and active in the learning process.
(14) The virtual field trip allows me to have more control over my own learning.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.81 0.99 4 3.86 1.48 2 5 3 -0.28 -1.32 0.27
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.04 0.78 4 4.05 0.74 3 5 2 -0.12 -1.65 0.22##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.66125, df = 22.705, p-value = 0.5151
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.9532328 0.4916943
## sample estimates:
## mean of x mean of y
## 3.807692 4.038462Factor 6.8 Reflective thinking
(15) I was able to link new knowledge with my previous knowledge and experiences.
(16) I was able to become a better learner.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.81 0.95 4 3.86 0.74 2 5 3 -0.44 -1.17 0.26
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.96 0.72 4 3.95 0.74 3 5 2 0.28 -1.44 0.2##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.46604, df = 22.403, p-value = 0.6457
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.8377441 0.5300518
## sample estimates:
## mean of x mean of y
## 3.807692 3.961538Factor 6.9 Perceived learning effectivenes
(17) I gained a good understanding of the basic concepts of the materials.
(18) I was able to summarize and concluded what I learned.
(19) Overall, I learned a lot from the virtual field trip.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 13 3.95 0.87 4.33 3.97 0.99 2.67 5 2.33 -0.23 -1.68
## se
## X1 0.24
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 13 4.03 0.81 4 4.06 0.99 2.67 5 2.33 -0.15 -1.56
## se
## X1 0.22##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.23331, df = 23.881, p-value = 0.8175
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.7575645 0.6037184
## sample estimates:
## mean of x mean of y
## 3.948718 4.025641Factor 6.10 Satisfaction
(20) I was satisfied with the teaching methods in the virtual field trip.
(21) Overall, I was satisfied with the virtual field trip experience.
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.35 0.83 5 4.41 0 3 5 2 -0.57 -1.53 0.23
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 4.27 0.78 4.5 4.32 0.74 3 5 2 -0.73 -1.14 0.22##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.24404, df = 23.922, p-value = 0.8093
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.5737559 0.7276020
## sample estimates:
## mean of x mean of y
## 4.346154 4.269231Change 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: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.29 0.58 3.4 3.29 0.59 2.4 4.2 1.8 -0.2 -1.29 0.16
##
## Descriptive statistics by group
## group: Desktop
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.2 0.63 3.2 3.22 0.59 2 4.2 2.2 -0.19 -1.02 0.18
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.06 0.48 3.2 3.09 0.3 2 3.8 1.8 -0.67 -0.33 0.13
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 13 3.43 0.69 3.4 3.42 0.59 2.4 4.6 2.2 0.13 -1.14 0.19
##
## [1] "ANOVA"
## Model df AIC BIC logLik Test L.Ratio
## baseline 1 4 92.91659 100.7216 -42.45829
## MeasureTimeM 2 5 93.38618 103.1424 -41.69309 1 vs 2 1.530409
## ConditionM 3 6 95.38618 107.0936 -41.69309 2 vs 3 0.000000
## MeasureTime_condition 4 7 92.59127 106.2500 -39.29564 3 vs 4 4.794909
## p-value
## baseline
## MeasureTimeM 0.2161
## ConditionM 1.0000
## MeasureTime_condition 0.0285
##
##
##
## [1] "Post-hoc"
## Value Std.Error DF t-value
## (Intercept) 3.29230769 0.1667357 24 19.7456692
## measure.timemeasure.2 -0.09230769 0.1480311 24 -0.6235695
## conditionVive -0.23076923 0.2357999 24 -0.9786656
## measure.timemeasure.2:conditionVive 0.46153846 0.2093476 24 2.2046510
## p-value
## (Intercept) 2.394186e-16
## measure.timemeasure.2 5.387922e-01
## conditionVive 3.375080e-01
## measure.timemeasure.2:conditionVive 3.730891e-02
##
## [1] "Within effect size"
## [1] "r = 0.126266831163267"
##
## [1] "Between effect size"
## [1] "r = 0.195898590879301"
##
## [1] "Interaction effect size"
## [1] "r = 0.410381741220483"
Open-ended responses
Desktop Pre
| What benefits do you anticipate you will receive from experiencing the virtual field trip of the Salona Formation? | What aspects of the virtual field trip to the Salona Formation are you most excited about? |
|---|---|
| Getting to see what the Salona Formation looks like before going. Also being able to look around and explore without such a time restraint. | Just trying out the VR system at Penn State. That’s pretty much it. |
| being able to go at my own pace | seeing sights that I would only be able to see virtually that my TA cannot show me |
| I anticipate being able to experience the field trip in advance and getting a feeling for what I will be experiencing next week. | I don’t really know what to expect but I’m anticipating to see some very interesting rock formations. |
| I believe it will better help me understand the real field trip next week | I like the idea of taking part in research |
| A different perspective of virtual field trips compared to actual field trips | How it would compare to the actual trip. |
| I’m not quite sure, I have only ever used virtual reality once to play a shopping video game. I assume I will be able to learn a lot of the same things that I would be learning on the actual trip, just without actually being at the location. | I love rocks and rock formations, so I’m so excited to actually go to the place and see it in person; being able to touch what I’m working with is important to me because I learn better when activities are hands-on. |
| Extra time to learn and understand the taught information/concepts. | Haven’t done anything virtual before, so the whole experience in general. |
| the advancement of technology to create real life scenario | All aspects |
| I expect to be better prepared for the actual field trip to the Salona formation. By observing certain aspects of the formation now, I can prepare and recognize those aspects upon arrival as opposed to being instructed on-site. In addition, I will have a better understanding of the objectives and goals of the lab beforehand. | $10 in my hand and the ability to explore an outdoors place before actually going there. |
| Being able to go at my own pace | Seeing how similar it is to being there in person |
| A new perspective on virtual reality, I’ve never tried it before and I’d like to see how “realistic” it is. | The experience of being somewhere without actually being there |
| I think this will allow me to come into the actual field trip with a better understanding of what I will be doing, allowing me to get more out of the trip itself. | I am most excited to see how the virtual field trip simulates on-site tests and observations |
| I think it will not only prepare me more for my actual field trip, but it is an opportunity to see how technology can be used in a very hands on field such as geology. I think it will give a benefit of understanding things without physically being there but still getting to see the sites. | I’m excited to see the actual quality of the technology behind it and how real it compares to going to the actual field. |
GO Post
| What did you like best about your virtual field trip to the Salona Formation? | What did you like least about your virtual field trip to the Salona Formation? | 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? |
|---|---|---|---|
| I like the narration of the trip and the way we were allowed to look around at the end. Also how we could interact with things on the field trip. | How the information was presented and how slow it was. | In my mind, it’s like a pre-lab. | Hopefully be able to use the VR set to look around to have more of an immersive experience. |
| I liked how you could freely look around | I was not able to look closely at other samples besides the ones provided | no travel costs, complete during your own time | make the blue buttons easier to find |
| I liked that I was able to move through the field trip at my own pace. | I didn’t like the use of the green stick/ruler to measure rock thicknesses. | I think this virtual field trip could be used as a precursor to taking the physical field trip in the future. | I wouldn’t change anything about my experience. |
| I was able to clearly follow the path that the trip sent out for me | The occasional pop ups felt slightly clunky | I wouldn’t substitute out any real field trips but adding in virtual field trips to other locations we wouldn’t normally visit would be vastly beneficial | I would just make the pop ups a little more aesthetic and add more in the verbal walkthrough |
| The ability to see the site not in person and still be able to comprehend what was the goal of the field trip. | There is nothing that I can think of that was bad. | The benefit is that the students can learn and comprehend the information of field trips without leaving campus. | To better enhance the virtual field trip somehow or someway to put feeling in like gloves or the controllers for the VR headset experience to experience the texture of the rocks from a classroom. Everything else in the virtual field trip was pretty good. |
| I liked how realistic it was. I have been to the site many times, and for someone who has never been there they would have a good idea of what it looks like based off this virtual field trip. | I didn’t like how we couldn’t go back and ask the questions or what was said to be repeated. I also didn’t like how you couldn’t move closer to the formation. | I think virtual field trips could be helpful in preparing students for an upcoming trip. I also think they could be helpful if a student can’t make it to the trip (i.e. due to a disability or physical restriction) or needs to make up the work and learn what we learned on the trip. | I’m not sure I would change anything, it was very well organized and straightforward to use. |
| Being able to move from one end to the other and take time to look at the changing rock features. | The length.. I would’ve liked to see it longer and provide some more information or examples. | The ability to go at your own pace. | More multiple choice questions. |
| I liked the elevated view in tandem with the ground level view. It allowed me to see virtual marks at one level, then observe those same features without the marks on the screen. | I didn’t like that I had to do all of the operating out of the ground level view, as I spent more time observing at the elevated view. | They can be used as a good introduction to the field trip, but should not be used in place of legitimate learning. They are supplementary only. | Having a dialogue that I could read would be most helpful. Also, the robot during the measuring practice was weird. |
| Being able to see the rocks from many different perspectives | Using the keyboard to look around the environment | You can see much more things in a shorter amount of time | Maybe finding a better way to look around your environment instead of with the keyboard |
| I liked the reference images, they helped me contextualize what I was seeing in the field | It was kind of boring, I’d rather be at the place and be able to walk around myself. | They’re much quicker and easier. While real trips are important, this sort of thing works as a fast activity that helps increase understanding of the class’s material. | Make it less boring, maybe make the narrator define more things he says. Add more interesting activities. |
| I enjoyed the computer generated instructor that was used to focus our attention to the rock formation layers as well as to the table of thicknesses we were creating. | The virtual field trip did not allow us to get very close to the formations to really observe the ammonites and rock formations on our own. Orientation as to where the different layers were and where the ash beds were deposited was poor. Real trips I think give us a better understanding of what we are looking at. | I think it would save time just because you do not have to physically go to the site. This could be helpful in preparing students to go on the actual trip, or for analyzing sites which aren’t feasible for the class to get to. | The narrator was going through material too fast without much visual support which made it hard to process what he was saying. It would be a good idea to have his monologues displayed for us to read along with, and have them displayed until we are satisfied that we understand what he said. |
| I like that there is a guide strictly telling you what you need to know for the questions. If I had this instead of real lab I definitely would have taken notes to remember everything that was said. | Sometimes I felt like I wish I could go back and replay what had been said as well as I wish there was more interaction of pointers and lines as the guide talked to truly show what he was talking about. | I think there is a high benefit in being able to do it at your own pace and on your own time. | I wish that the information presented was presented in a way that is more exciting like you would get from an actual teacher or TA at the site. |
| The precise distance and accurate representation of the environment | The limited option to explore more | It gives students the ability to work on their own pace and go back whenever they want to | Providing the VR glasses , this will enhance the experience |
Vive Pre
| What benefits do you anticipate you will receive from experiencing the virtual field trip of the Salona Formation? | What aspects of the virtual field trip to the Salona Formation are you most excited about? |
|---|---|
| I expect this to be the best prep work for the field trip, like an opportunity to make a pre-lab under perfect circumstances for when they may not be in the field. | I would like to see the graphical fidelity of the virtual experience, since some geological textures and formations can be rather minuscule. |
| I think being able to see where we will be going for our Field trip next week will help me out better for understanding the lab. I will know what everything looks like and generally where everything is located so I will be able to focus on the content of the lab. | Being able to experience the field trip before hand will be nice and prepare me for the actual field trip. I am excited to see how realistic/ how VR works in practice. |
| I hope that I can find out more information about the formation before actually visiting it in the future. | I have never used VR before, so I think that that would be a neat experience. |
| I believe that this virtual field trip will help me gain a more complete understanding of the Salona Formation and will give me more time to process the material. | I am excited to experience virtual reality for the first time and use it to further my geosciences knowledge. |
| I am excited to learn about the Salona Formation from multiple perspectives to help understand the geological structures and how they compare from real life to virtual reality. | I am most excited to get to experience Virtual reality and to use virtual reality for something that interests me. |
| I think that I can get the same informational benefit as physically going on the field trip | I’m excited to use the technology and see how it works |
| A general understanding of the lab before going to the field. | Seing the formation without having to travel. |
| In virtual animation, things can be more clear and focused. | scenery |
| Seeing some of the geologic features and rocks. Also, the information regarding these things. | I am not sure |
| a new experience as well as $10 | the visual and the realistic aspect of it |
| extra credit | to use the vive for the first time |
| I will be able to experience the field trip in ideal circumstances rather than having to hope the weather is nice or have deal with travel and mud etc. | The virtual reality part |
| I will already have experienced the field trip before doing it in class. I’ll have a better understanding of what I am looking at during the actual field trip. | I’m interested in doing VR. I have only done it a couple times before and enjoyed it. |
Vive Post
| What did you like best about your virtual field trip to the Salona Formation? | What did you like least about your virtual field trip to the Salona Formation? | 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? |
|---|---|---|---|
| I liked the close ups of the layering and being able to use a realized ruler in the world. | The quality from across the road was satisfactory and the closer shots were acceptable, but the very close shots could have been a little better in texture or rendering. Also I was able to feel as if my height was abnormal, and looking up and down did feel a bit jarring since it wasn’t normal to me. | This can provide a very basic premise and example of what the field can look like, and if done very precisely with extreme detail in modeling and rendering could replace the actual experience. | Have higher definition close ups. |
| I liked that I was able to move around while someone was teaching me about the different rocks and geological aspects of the environment. | It was a little difficult to figure out the controls on the remote at first because the instructions went away and I was not sure how to get the laser to get into the elevated perspective. After I figured that out, however, all the controls worked well. | For people that do not have the opportunity to go out onto the field, they can learn a lot about a place without actually having to go. You can also move at your own pace which is very nice because in a real field trip you are often rushed around with a limited amount of time. | I would probably make it even more interactive with the measuring and activities like that because it really got me involved in the virtual part of the trip. Maybe have an exercise about color comparison or the sorting of sediments to get participants more involved. |
| It was really cool being able to have different views and see different things from within the comfort of the room. Having the environment react to where you looked and moved was also cool. | The information was pretty fast paced and some of the specifics and exact names and times didn’t add or detract from the experience, but the overall concepts were pretty easy to understand. | If it is raining or the environmental conditions are less than ideal, I can see this being a big positive. Additionally it cuts down on travel time and expenses. | I think it would be really cool to actually walk up and down while looking at the formation, but I don’t know that current technology can achieve this. |
| The use of maps and diagrams within the field trip enhanced my learning. I like that I was able to look at those graphics and then directly interact with the environment. | I would’ve like to have been able to move around a bit more in my own physical space. I felt like I just stood in the same spot the entire time and didn’t move. | Virtual field trips allow us to have diagrams and map incorporated into the learning experience, and also allow the teacher ’s voice to be directly in the ear of the students. | I would suggest allowing the students to move around more in the environment. The most movement was in the section with the ruler, and it would’ve been more engaging if we could’ve gotten close to an outcrop earlier. |
| I liked how real it was and the feeling that I was actually there. | I wish I could’ve had more time to see the formation and to learn more about its history. | Economic cost and conveniences are benefits. | Make it longer and have more things to learn about the formations around State College. |
| I really liked how the learning was split up between listening to a narrator, looking at pictures and graphs, and questions. | I thought the ruler was a little hard to use | It’s pretty different so the information sticks more. I’d be excited to go on these. | Make the ruler easier to use, like tapping once to move one inch and twice to move ten inches or something |
| How I was able to see the entire section with the elevated view. | the measuring was slightly difficult. | It allows no travel time. | Maybe a way to get a closer look to the formation in the ground view. |
| I like a zoomed in view of things which cannot be seen through naked eyes. | The headset felt was not that comfortable. It feels likes my head was captured by something. | In actual field trip, it is practically not possible to observe things on that much height. Also, the location was next to a highway, which can be noisy and risky. The Virtual trip avoid all those things. | Overal it was very good detailed, however sometimes the picture was blur and it takee about 2 sec to get focused. Also felt kind off alone. |
| The ability to have a simulated real life experience | I felt like the material covered was said a bit too fast. | Cost savings on transportation, less risk | More interactive learning and explaining what things are before it is used. |
| how it felt like I teleported there. I also liked the details and the close-up views. Also my robot friend | My eyes started straining and I started getting a bit of a headache | save transportation money, save time, be able to better interact with the environment. | decrease the pressure that the head set is applying to the eys |
| I really enjoyed the measuring activity | the end where we have 3 minutes doing nothing | you can go at your own pace | add sounds of nature during the down time where your observing rocks to add a bit of realism to the experience |
| I really liked the ability to change perspective | Every time a little info box would pop up it would block my view and I just had to wait for it to go away. Really took me out of the immersive experience. | Getting a different perspective and easily being able to switch positions, such as from across the highway. | I would change how the pop up info boxes appear |
| Being able to look around at the end | Only being able to see clearly directly in front of me | It allows people to get a sense of a place that they would not be able to travel to. | Only do virtual field trips for locations that the students are not able to physically go to. I found the resolution of the close-ups of the rocks inadequate when trying to see the small details the narrator was pointing out. I would also like more freedom of movement, especially being able to get closer to the formation during free exploration. |