Amna Salman, MCP, MPA, B. Arch
Auburn University
Auburn, Al
Teaching through field trips is an established and highly effective practice as students learn more when they see the objects in reality. However, it is not always feasible to take a large class on field trips due to time, safety, and cost concerns. Creating Virtual Field Trips (VFT) using 3D Virtual Reality (VR) models could provide an engaging and meaningful experience to students when Actual Field Trips (AFTs) are not available. The aim of this research is to examine if VFTs can replace the AFTs in times of need. For this purpose, an app hereinafter called as the Steel Sculpture App (SSA), was created for teaching students about steel connections in a realistic setting via a VFT. This paper focuses on student learning assessment and experience from a VFT versus the AFT. Scope of this study is limited to 3rd year building science and architecture students who have attained basic knowledge of structural systems. The author used controlled group (those who took an AFT) and experimental group (those who joined a VFT) method to analyze the learning assessment. The results indicated that the students who were part of a VFT performed slightly better than those in the AFT. Although, more students liked learning through an AFT but the VFT group performed better because they learned the subject matter without any distractions and were able to see and hear accurately.
Key Words: Virtual Reality, Building Science Education, Flipping Classroom, Pedagogical Changes, Steel Structures, Virtual Field Trip, Learning Assessment