VFT: Reedsville Fall 2019 Report
Jiayan Zhao
December 17, 2019
One Vive participant jmc7482 was identified as an outlier because s/he rated all the items extremely low (1).
Demographics
Quest
| count | average | Male | Female | nonbinary | White | Asian | Arab | Black and Hispanic | Black/African American | Middle Eastren | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Quest | 30 | 19.7 | 19 | 10 | 1 | 22 | 4 | 1 | 1 | 1 | 1 |
Vive
| count | average | Male | Female | White | Asian | Black/African American | |
|---|---|---|---|---|---|---|---|
| Vive | 15 | 19.26667 | 8 | 7 | 13 | 1 | 1 |
SOD
##
## Descriptive statistics by group
## group: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.35 0.66 3.37 3.37 0.74 1.6 4.47 2.87 -0.4 -0.15 0.12
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 15 3.43 0.61 3.47 3.45 0.69 2.33 4.27 1.93 -0.31 -1.32
## se
## X1 0.16##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = -0.38271, df = 30.323, p-value = 0.7046
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4785704 0.3274593
## sample estimates:
## mean of x mean of y
## 3.351111 3.426667
Tech Enjoyment
##
## Descriptive statistics by group
## group: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 4.23 0.65 4.5 4.29 0.74 2.5 5 2.5 -0.78 -0.21 0.12
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 15 3.93 0.82 4 3.96 0.74 2.5 5 2.5 -0.16 -1.42 0.21##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.2337, df = 23.143, p-value = 0.2297
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2028782 0.8028782
## sample estimates:
## mean of x mean of y
## 4.233333 3.933333
Facotor1: 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 1.95 0.73 1.66 1.89 0.6 1 3.75 2.75 0.73 -0.53 0.13
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 1.58 0.42 1.62 1.56 0.56 1 2.31 1.31 0.18 -1.43 0.11##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 2.1657, df = 39.843, p-value = 0.03638
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## 0.02507505 0.72730591
## sample estimates:
## mean of x mean of y
## 1.952083 1.575893
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.9 1 4 4.03 0.99 1 5 4 -0.89 0.49 0.18
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.74 1.11 4 3.86 0.49 1 5 4 -1.19 0.33 0.3##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.46473, df = 23.179, p-value = 0.6465
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.5584827 0.8822922
## sample estimates:
## mean of x mean of y
## 3.900000 3.738095
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 30 3.56 0.87 3.75 3.59 0.74 1.75 5 3.25 -0.35 -0.68
## 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 14 3.23 0.49 3.31 3.22 0.56 2.5 4.12 1.62 0.01 -1.28 0.13##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.6111, df = 40.463, p-value = 0.1149
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.08391355 0.74462783
## sample estimates:
## mean of x mean of y
## 3.562500 3.232143
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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 30 3.54 0.86 3.64 3.59 0.74 1.43 5 3.57 -0.45 -0.35
## se
## X1 0.16
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 14 3.23 0.92 3.38 3.29 0.65 1.38 4.38 3 -0.86 -0.34
## se
## X1 0.25##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.0636, df = 23.793, p-value = 0.2982
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2925076 0.9139361
## sample estimates:
## mean of x mean of y
## 3.542857 3.232143
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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.52 0.95 3.5 3.6 0.74 1 5 4 -0.74 0.19 0.17
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.43 0.68 3.5 3.38 0.74 2.5 5 2.5 0.59 -0.24 0.18##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.35171, df = 34.833, p-value = 0.7272
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.4204819 0.5966723
## sample estimates:
## mean of x mean of y
## 3.516667 3.428571
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.92 0.79 4 3.96 0.74 2.5 5 2.5 -0.3 -1.05 0.14
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.68 0.77 4 3.71 0.74 2 5 3 -0.56 -0.29 0.21##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.944, df = 25.9, p-value = 0.3539
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2804453 0.7566357
## sample estimates:
## mean of x mean of y
## 3.916667 3.678571
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.58 0.94 3.75 3.67 0.37 1 5 4 -0.87 0.67 0.17
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.43 0.78 3.5 3.46 0.74 2 4.5 2.5 -0.23 -1.31 0.21##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 0.57311, df = 30.264, p-value = 0.5708
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.3965322 0.7060560
## sample estimates:
## mean of x mean of y
## 3.583333 3.428571
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 4.05 0.88 4 4.17 0.74 1 5 4 -1.38 2.51 0.16
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.68 0.85 3.5 3.67 0.74 2.5 5 2.5 0.18 -1.39 0.23##
##
## Wilcoxon rank sum test with continuity correction
##
## data: total$value by total$condition
## W = 272, p-value = 0.1146
## alternative hypothesis: true location shift is not equal to 0
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.9 0.87 4 3.96 0.74 2 5 3 -0.4 -0.61 0.16
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.54 0.82 3.5 3.54 0.74 2 5 3 -0.2 -0.85 0.22##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.349, df = 26.785, p-value = 0.1886
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.1899979 0.9185693
## sample estimates:
## mean of x mean of y
## 3.900000 3.535714
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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.65 0.95 3.5 3.69 0.74 2 5 3 0.02 -1 0.17
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.25 0.61 3.25 3.25 0.37 2 4.5 2.5 0 -0.18 0.16##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.679, df = 37.386, p-value = 0.1015
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.08254644 0.88254644
## sample estimates:
## mean of x mean of y
## 3.65 3.25
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.72 1 4 3.81 0.74 1 5 4 -0.74 0.1 0.18
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.21 0.97 3.25 3.25 0.74 1 5 4 -0.45 -0.01 0.26##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.5804, df = 26.014, p-value = 0.1261
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.1510138 1.1557757
## sample estimates:
## mean of x mean of y
## 3.716667 3.214286
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.53 0.88 4 3.58 0.74 1.5 5 3.5 -0.61 -0.19 0.16
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.25 0.67 3 3.29 0.74 2 4 2 -0.18 -1.36 0.18##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.1754, df = 32.73, p-value = 0.2483
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2072357 0.7739024
## sample estimates:
## mean of x mean of y
## 3.533333 3.250000
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 30 3.56 0.86 3.67 3.58 0.49 1.67 5 3.33 -0.34 -0.21
## se
## X1 0.16
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis
## X1 1 14 3.31 0.65 3.5 3.33 0.74 2.33 4 1.67 -0.38 -1.48
## se
## X1 0.17##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 1.0541, df = 33.154, p-value = 0.2995
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## -0.2287472 0.7208107
## sample estimates:
## mean of x mean of y
## 3.555556 3.309524
Factor 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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.8 0.84 4 3.85 0.74 2 5 3 -0.53 -0.47 0.15
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.21 0.87 3.25 3.25 1.11 1.5 4.5 3 -0.38 -1.06 0.23##
##
## Welch Two Sample t-test
##
## data: group1.dataframe$value and group2.dataframe$value
## t = 2.104, df = 24.57, p-value = 0.04578
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
## 0.01187795 1.15955062
## sample estimates:
## mean of x mean of y
## 3.800000 3.214286
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: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.48 0.62 3.5 3.49 0.74 2 4.8 2.8 -0.18 -0.2 0.11
##
## Descriptive statistics by group
## group: Quest
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 30 3.41 0.82 3.4 3.43 0.89 1.4 5 3.6 -0.3 -0.21 0.15
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 15 3.47 0.62 3.6 3.51 0.3 1.8 4.6 2.8 -0.92 1.45 0.16
##
## Descriptive statistics by group
## group: Vive
## vars n mean sd median trimmed mad min max range skew kurtosis se
## X1 1 14 3.17 0.62 3.1 3.18 0.74 2.2 4 1.8 -0.02 -1.65 0.17
##
## [1] "ANOVA"
## Model df AIC BIC logLik Test
## baseline 1 4 186.0600 195.9693 -89.02998
## MeasureTimeM 2 5 186.6790 199.0657 -88.33950 1 vs 2
## ConditionM 3 6 188.1324 202.9964 -88.06619 2 vs 3
## MeasureTime_condition 4 7 189.4854 206.8268 -87.74269 3 vs 4
## L.Ratio p-value
## baseline
## MeasureTimeM 1.3809628 0.2399
## ConditionM 0.5466238 0.4597
## MeasureTime_condition 0.6469922 0.4212
##
##
##
## [1] "Post-hoc"
## Value Std.Error DF t-value
## (Intercept) 3.48000000 0.1275059 42 27.2928612
## measure.timemeasure.2 -0.07333333 0.1416659 42 -0.5176497
## conditionVive -0.03714286 0.2260437 42 -0.1643171
## measure.timemeasure.2:conditionVive -0.19809524 0.2511469 42 -0.7887625
## p-value
## (Intercept) 2.360522e-28
## measure.timemeasure.2 6.074187e-01
## conditionVive 8.702698e-01
## measure.timemeasure.2:conditionVive 4.346807e-01
##
## [1] "Within effect size"
## [1] "r = 0.0796214941410351"
##
## [1] "Between effect size"
## [1] "r = 0.0253465359898072"
##
## [1] "Interaction effect size"
## [1] "r = 0.120817155035957"Open-ended responses
Quest Pre
| What benefits do you anticipate you will receive from experiencing the virtual field trip of the Reedsville/Bald Eagle formations? | What aspects of the virtual field trip to the Reedsville/Bald Eagle formations are you most excited about? |
|---|---|
| How objects really look like. | To see different types of rocks. |
| experiencing it without going | n/a |
| Not having to waste time due to traveling but spending more time learning. | Trying out VR for the first time. |
| I will learn more about these formations, and get used to using VR technology. | Using the VR technology. I have never used VR before. |
| The experience of new technology | Being able to see how realistic the land looks on screen |
| faster and easier to learn | bus ride |
| Efficiency | Using VR |
| I think I will know more the environment there. And knowing some more general information about it since I have never been there, so basically I do not have enough knowledge about Bald eagle. | Not excited in a huge way about it, but I would like to see how did they make it as a VR video to use and learn from. Specially the details. |
| I will understand the layout and importance of the formation with respect to what we are/ have learned in the classroom. | I am excited to be able to immerse myself in VR at another location. |
| Better understanding of the material from seeing a concrete example | Not having to go on a full length field trip |
| Knowing how to read directions and maps | discovering things that are not in my country |
| I will learn the content | Receiving a grade |
| A better sense of direction | Im excited to use new technology |
| Being able to go at your own pace | New Technology |
| Knowledge | learning new things |
| Going at my own pace and doing it myself rather that others doing it for me. | Getting to opportunity to try a virtual field trip |
| Experiencing a physcial environment without experiencing the weather effects from it | Seeing how realistic it’ll look |
| being able to interact with the environment | gaining new experience |
| Faster lab, Easier environment, less “wasted” time | Experiencing the VR enivroment and hardware |
| Get a better understanding of the formations in the area | Using the virtual reality |
| I believe that I will be able to experience the environment without having to endure the weather or deal with costs. | I am excited to experience Virtual Reality for the first time and see how it feels. |
| Trying the VR for the first time and extra credits | traveling in one place |
| I expect to learn more than just reading about it | Being able to actually view the formations |
| A different view of how a field trip operates | The “360” vision of the headset |
| I am not totally sure what to expect for this VR experience but am excited. | Using VR for the first time. |
| Being able to see how the quality of the virtual trip compares to the actual trip | Being able to use such unique technology |
| I will learn more about environments, I will experience new things with the virtual field trip | To see it like playing video games I am curios how it’s work |
| A benefits that can be received from virtual reality field trips are not having to worry about weather. | I am most excited about how the virtual field trip actually works. I have never done one before. |
| best understanding direction | We can use VR |
| This will be a new experience that will allow me to learn in a way that i have not before | The technology of virtual reality |
Quest Post
| What did you like best about your virtual field trip to the Reedsville/Bald Eagle formations? | What did you like least about your virtual field trip to the Reedsville/Bald Eagle formations? | 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? |
|---|---|---|---|
| How accurate the rocks looked. | The sight was kind of blurry. | Could help those who can’t visit these places. | Make it less blurry and add more questions for revision and make sure the students understand the information. |
| Was able to goat my own pace. | The elevated view | Can go year round, not weather dependent | Im not too sure |
| it was interactive | how much talking there was i feel it would have been just as beneficial if there was no talking | save time and money | make it shorter so its more comfortable |
| I liked that you could move around and change the elevation, it was helpful in getting different perspectives and mentally mapping the formation as a whole. | How you couldn’t skip some of the talking. I read the lab already so I knew what I was supposed to turn in, and yet I still had to listen to the man explain for 3-5 minutes what I was supposed to turn in. I also wish I could have moved around more while he was talking during some parts. | I realized that, assuming the virtual rocks are as accurate as possible, sometimes you can get a better measurement of the rock layers. I was able to put the ruler in the rock so make sure my measurement was accurate, whereas I wouldn’t have been able to do that at the actual site. I also may not have been able to reach the height I needed to at the actual site. I remember from the Salona formation when we measured the rock layers we had to eyeball it when it got too high. That leaves room for error. | I’m not sure. It is difficult for some people to stand for that long with a VR headset on. Even sitting down some people get nauseous. I get motion sickness pretty easily, so at some points during the trip I had a headache and my stomach felt weird. Also, I don’t like heights at all so the first time changing to elevated view was a shock. |
| I liked the fact that we were able to elevate | The clarity of the pictures. The pictures were kind of blurry | If the weather outside is not great, this is a great way to still hold the field trip. | Enhance the way the pictures are viewed. I felt like no matter how much i changed the clearness there were still parts that were blury |
| i really enjoyed the measuring | required to change elevation every time you move | helps to avoid bad weather in the fireld | nothing |
| Felt like I was there | I felt nauseous | efficiency, learning at your own pace | reduce nasea |
| I really liked the idea of the sound that was made whenever I choose a wrong answer for the questions, it gave me more chances to answer the correct answers. I also liked it when we go up to see the full view with more details. | VR’s always makes me dizzy and nauseous. But specifically about this VR field trip, I think it had a lot of talking and explaining, so I found myself lost and not concentrating on the lecture. | Improving the usage of technology in universities. It helps to finish the requirements without worrying about the weather changes if we needed to go on an actual field trip. | Less information or talking. Maybe adding the sound of the air to make it more realistic. |
| I loved the fact that the beds were of bigger sizes than the Salona Formation making it easier to make observations and take measurements. | I would’ve liked to be able to go closer to the formation itself for longer. | Virtual field trips are good for learning basic concepts in an economical way. | I would allow for a zoom option on rocks in the formation. |
| The teaching style and trying something new | The physical symptoms from the elevated view | Money saving, time saving, exposing students to technology | Make lecture portion less and hands on measure more |
| the images were nice | some headache | saving time | nothing |
| I liked being able to change perspective and go upwards | It was extremely hard to focus. I was just given a picture and talked at for minutes at a time. Felt much less interactive than an actual field trip. I found myself spacing out and I would miss information. I really did not like the virtual measuring activity because I couldn’t tell where one layer ended and another began. It was extremely hard to visually focus on the picture or get a sense of how big it actually was. | The only benefits I can see are if the field trip location is not accessible or the weather is not ideal. | I would allow them to move around the formation while the audio clip is going, rather than just waiting for it to be over. |
| It was very interesting using this technology | I didn’t like standing the entire time | I can do it on my own time at my own pace | I wouldn’t change anyhting yet, I liked it |
| Moving around | The continual talking from the professor as I explored at the end | Being able to go there when conditions may not permit | Allow the student to pic and choose if the professor speaks at the end while they are observing. |
| The feeling that I was there | It dragged on especially when the narrator was talking | You get to feel like you are actually there | have a little more interaction |
| Being able to work at my own pace and be close to the formation. | Not being able to go back and adjust my data accordingly. | Getting a up and close experience with the formation. | The option to go back and review/change data at the end of the experience. |
| How freely I could look around even though there were select things to look at | Vision blurred pretty frequently at the beginning | Not having your experience impacted by surrounding noise or external factors | Nothing, I really enjoyed it |
| being in the environment and getting a view in the air | couldnt get too close to the formations and the pictures where a bit blurry at times | you can gain perspectives that you couldn’t in the field | not sure it was fun, having a better pictures or better way to focus the pictures |
| Quizzes helped me be aware and helps me focus on the lectures. | Going up high in VR made my knees a little weak. | Less wasted time, more interactive experience | More of the short multiple choice questions to reinforce the lecture |
| Being able to see the outcrop from different angles and having someone walk you through each step of the lab was very informative | My vision was slightly blurred if I was ot looking towards the ceiling | Each student will be getting the same information and a better understanding of what is going on in the lab | Some explanations were lengthy and lost interest since I was just standing there |
| I liked that I was able to view the formations from different viewpoints so that I could see things that you would not be able to from the ground. | The headset becomes heavy on the forehead. | It can save time and you can record observations more easily. | Make the given information more concise. |
| learning in one place | so much information in one place | we can visit any place to learn | add more dynamics things |
| The ability to see the formation from different views | Nothing. I thought it was good | It allows for people to visit more places without having to actually take the time to go there. | More time to explore the virtual world/ formation |
| I liked how everything was 360 and we were able to change our elevation, as well as see examples from the textbook, internet, etc. explaining what we are seeing and giving examples. | The only part that I did not like was my slight discomfort after using the technology. | The virtual lab allows the student to take their time and look at the site at different angles that they normally could not have. | I would maybe change how long the students got to freely explore the site. I felt that I wanted another minute or two to look around. |
| Using the VR was a cool experience that I had been wanting to try for a long time. | The mask became a little heavy and gave me a bit of a headache towards the end of the trip. | Time saving, resource saving, students will see what teachers want them to see. | Maybe sitting or have the man talk a little faster. |
| being able to go up and have a higher view | The slides | an enhanced view | make the slides of information more engaging |
| I like that I can see from all over sides I felt that I am in the actual place and I can see clearly everything | Headache and It’s kinda board while listening without doing things | It’s better from going in the cold weather and I could see everything | I am not sure but maybe decrease the time because of the headache that we will face |
| I liked how you could change the perspective by going up further into the view. | I least liked the method of measuring the layers of rock. | Actual field trips could get rained out. Virtual field trips can be a solution to that. | I would just include how to use the virtual reality, such as volume. |
| VR experience | understand better | best understand the environment since is closer | the experiment is a little long |
| It was a new and exciting experience. I also enjoyed the multiple choice questions that help learn the material as its being taught. | Some parts were lengthy and difficult to stay focused on | More convenient for everyone and do not have to organize any travel | Shorten the segments to cover the main points |
Vive Pre
| What benefits do you anticipate you will receive from experiencing the virtual field trip of the Reedsville/Bald Eagle formations? | What aspects of the virtual field trip to the Reedsville/Bald Eagle formations are you most excited about? |
|---|---|
| I anticipate that from this experience I will gain a better knowledge of the Reedsville/Bald Eagle formations and that it will be better than going on the actual field trip because I can work at my own pace and not have to wait for others or be rushed. | I am most excited for the general experience of VR. I have used VR before and I like it. It’s really cool to feel like you are somewhere else when you are just in an empty room |
| I think I will be able to understand the environment that the formation is in without having to go to it. | I am excited to be able to use a VR and see how it helps. |
| going on a field trip without going outside and it saves money | never really used vr |
| completing the lab | seeing the formation |
| learning more about the formations | learning about VR |
| I anticipate I will be able to spend more time looking at the formations compared to an in person field trip | I am excited to see how the VR interacts with the geoscience learning and observation experience. |
| Being able to work at my own place and see things that I wouldn’t normally have the ability to see. | I’m not really that excited about this but I do like new experiences so this is cool. |
| more accurate results | experiencing VR |
| Having the ability to be mentally present but not physically present | To experience virtual reality |
| Being able to see the features of the Reedsville/Bald Eagle formations | None |
| A chance to try real VR for an extended amount of time and have it count towards my education | Seeing how realistic it actually is, being able to complete it all on my own |
| I think I will be able to focus on certain aspects and be able to look more in depth then compared to being on the actual site. | I am excited to see what it is like to use virtual reality and how to utilize it for the lab. |
| I`ll be able to see more stuff in a shorter amount of time. | It is my first time using Virtual Reality so I do not really know what to expect. |
| The ability to simply test VR technology for the first time (super cool)! | Not getting rained on, and learning individually. |
| The experience of going on the field trip without actually going outside | Getting to study the formations in depth |
Vive Post
| What did you like best about your virtual field trip to the Reedsville/Bald Eagle formations? | What did you like least about your virtual field trip to the Reedsville/Bald Eagle formations? | 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 ability to move around to different parts of the formations that would otherwise not be accessible in real life. I also liked that the narrator went into detail and explained every part of the lab. This helped my understanding and learning | At times, there was a little too much narrating and it became boring. Standing in one place and looking at the same things while the narrator talked for lengthy amounts of time was sometimes boring and hard to focus. Also, while there was a lot of useful information given (such as how to do your lab report) I was unable to take notes on any of it to remeber later when I was actually doing the lab report since I had the VR headset on. | It is easier to give more information about what you are looking at in a VR setup and it allows for students to work at their own pace and not be rushed/ waiting for others, which often happens in real field trips | Allow time for notes or send a copy of the narration in order to study and use for your lab report |
| I liked being able to see the outcrop and having commentary in the back. | I didn’t like the elevated view. | the commentary was beneficial. | I would get a closer look at the rock formations. |
| it looked cool and felt real | kinda freaked me out at first being up high | cheap and efficient | nothing |
| i liked being able to do a field trip without having to travel there by bus. I also liked having a professor explaining everything our attention was directed to | VR makes me feel uncomfortable and a little nauseous. I also couldn’t pick out details like grain size or smaller changes in color | We can explore field sites that we can’t travel to in class such as formations in other countries | Have a desktop option easily available as well. Better organization of this experiment would have had it run much smoother. |
| I liked how you could view the outcrop at many different elevations, and had the diagrams alongside the talking element. | There was an element of separation from the actual location, and i would feel uncertain that I could do well on a lab report if this was the only experience I had. It was kind of blurry. | The benefit was the diagrams were alongside the talking so you could relate it to the other material. | I would make it as a supplement to the real field trip so people could better understand better everything we needed to know about the outcrop. |
| I liked the overhead views | It was difficult to get useful data from the field trip for the lab report | I think they give an option to spend more time with the outcrop | I would like better data recording options and an option to revisit the outcrop on my own time |
| Change in elevations to look at the rock formations | blurry words | People can learn better from it since it might be more interesting for technically strong students | fix the slight bluriness |
| I was able to perform the lab without having to physically be there | I would have liked to do more things within the lab instead of listening to someone talk for most of the time | Being able to perform labs more quickly | Allow for more things for the students to do within the lab instead of listening to someone talk for most of the lab |
| Everything! | Nothing! | Being able to see the rock features and formation | Better picture quality |
| Being able to see the formations clearly up close | Dizziness and blurriness | Easier for everyone to participate, can do it at your own time, easily being able to hear instructor | Less time constraint on it |
| Being able to take an elevated view | I could not touch the rocks and grains to determine how they felt and size for describing minerals | its easier for people to schedule it on their own time to come and do the lab and it allowed us to focus on the parts of the formation that were important. | More interactive things other than just measuring something. |
| I was able to move around freely at the end and look at both ends. | I wasn`t able to get right up close to the rocks it kept me at a fixed distance. | The time to visit is quicker and more cost effective. | Allow for more camera postions to see the rocks from |
| I liked the fact that weather wasnââ¬â¢t an issue and that I could interact with the material independently. | I disliked being rendered incapable of taking notes while I was in the VR. The absence of accessible notes made the lab writeup much more difficult. | Convenience and cost | Introduce some sort of note-taking feature |
| The ability to change the perspective on the formation | the strangeness of the whole experience | the ability to experience the field trip without actually going | nothing |