Abstract
This evaluation study examines the implementation of a desktop virtual reality field trip (dVFT) for public outreach. After experiencing the dVFT, 139 participants completed a survey to examine their immersion, presence, engagement, perceived learning about the local environment, VR design features, and affective learning. The majority of participants reported favorable outcomes regarding all the variables above. No significant differences were found between male and female learners for each of the six constructs. No significant differences were found between adults’ and youths’ perceptions of immersion, presence, and attitudes. Adults ages 19 and older had statistically significant higher mean engagement levels, mean perceptions of learning about the local environment, and VR design features than youth. Our findings support that learning about one’s local environment with a dVFT can have a positive impact on engagement and learning, particularly in public outreach settings.
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Acknowledgments
We thank Sarah Kiel, Tyler Hogue, Austin Lordi, Brad DeMassa, Challen Adu, Kanaruj Chanthongdee, Yolanda Liu, Max Louissaint, Anthony Blakely, and Brantley Balsamo for their development work with us on the dVFT.
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Appendix. Survey Measure Items
Appendix. Survey Measure Items
Engagement subscale items:
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I felt excited when I used the VR field trip.
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My mind was elsewhere when I used the VR field trip. (reverse code).
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I was focused on the VR field trip most of the time.
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I felt bored when I used the VR field trip. (reverse code).
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Time went by quickly when I used the VR field trip.
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I was doing other things when I used the VR field trip. (reverse code).
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When I used the VR field trip, I talked to others about things not related to the VR field trip. (reverse code).
Presence subscale items:
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I had a sense of “being there” when using the VR field trip.
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I was able to concentrate easily when using the VR field trip.
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I felt present in the VR field trip.
Immersion subscale items:
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The VR field trip had a realistic-looking environment.
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My seeing and hearing senses were fully used during the VR field trip.
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I felt immersed when using the VR field trip.
VR design features subscale items:
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I enjoyed the storyline of the VR field trip.
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I enjoyed receiving guidance and feedback during the VR field trip.
Perceptions of learning about one’s local environment subscale items:
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I learned about my local environment with the VR field trip.
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I learned about local history while using the VR field trip.
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I learned about local environmental issues when using the VR field trip.
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The “real-life” context of the VR field trip made learning about the local environment interesting.
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The things I learned while using the VR field trip were relevant to my daily life.
Affective learning subscale items:
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Using this VR field trip was a rewarding experience.
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Using this VR field trip was a worthwhile experience.
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This VR field trip did not hold my attention. (reverse code).
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I would describe this VR field trip as very interesting.
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Bodzin, A., Araujo-Junior, R., Hammond, T., Anastasio, D., Schwartz, C. (2024). Evaluating the Efficacy of a Desktop Virtual Reality Field Trip for Public Outreach. In: Bourguet, ML., Krüger, J.M., Pedrosa, D., Dengel, A., Peña-Rios, A., Richter, J. (eds) Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science, vol 1904. Springer, Cham. https://doi.org/10.1007/978-3-031-47328-9_30
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