Scale - Unexplored Opportunities for Immersive Technologies in Place-based Learning

Abstract

Immersive technologies have the potential to overcome physical limitations and virtually deliver field site experiences, for example, into the classroom. Yet, little is known about the features of immersive technologies that contribute to successful place-based learning. Immersive technologies afford embodied experiences by mimicking natural embodied interactions through a user's egocentric perspective. Additionally, they allow for beyond reality experiences integrating contextual information that cannot be provided at actual field sites. The current study singles out one aspect of place-based learning: Scale. In an empirical evaluation, scale was manipulated as part of two immersive virtual field trip (iVFT) experiences in order to disentangle its effect on place-based learning. Students either attended an actual field trip (AFT) or experienced one of two iVFTs using a head-mounted display. The iVFTs either mimicked the actual field trip or provided beyond reality experiences offering access to the field site from an elevated perspective using pseudo-aerial 360° imagery. Results show that students with access to the elevated perspective had significantly better scores, for example, on their spatial situation model (SSM). Our findings provide first results on how an increased (geographic) scale, which is accessible through an elevated perspective, boosts the development of SSMs. The reported study is part of a larger immersive education effort. Inspired by the positive results, we discuss our plan for a more rigorous assessment of scale effects on both self- and objectively assessed performance measures of spatial learning.