{"id":1151,"date":"2022-05-03T10:13:02","date_gmt":"2022-05-03T10:13:02","guid":{"rendered":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/?page_id=1151"},"modified":"2023-05-17T10:19:36","modified_gmt":"2023-05-17T10:19:36","slug":"what-is-a-virtual-field-trip","status":"publish","type":"page","link":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/introduction-to-virtual-field-trips\/what-is-a-virtual-field-trip\/","title":{"rendered":"What is a virtual field trip?"},"content":{"rendered":"

What is a virtual field trip?<\/h2>\n

Introduction<\/h2>\n

The term \u2018virtual field trip\u2019 means different things to different people. In this project, we restrict the term to those approaches that seek to replicate the familiar ground-level perspective of being in the field.<\/p>\n

At its core, a virtual field trip can be defined as a digital resource that allows a user to visualise and interrogate a remote location using imagery and other materials as appropriate (e.g., data, maps, journal articles) (Hurst, 1998; Woerner, 1999; Stainfield et al., 2000; Klemm and Tuthill, 2003).<\/p>\n

Technology is central to the virtual field trip concept because it plays a pivotal role in determining what can and cannot be achieved in these virtual environments. Perceptions of what constitutes a virtual field trip will therefore change over time in line with technological advances.<\/p>\n

Over the last two decades, technological progress has enabled virtual field trips to transition from simple web pages to a range of more sophisticated approaches, including those based on virtual reality which seek to provide users with an immersive, simulated field experience (e.g., McDougall, 2019).<\/p>\n

Although this variety provides educators with much-needed flexibility, a consequence is that the term \u2018virtual field trip\u2019 now means different things to different people.<\/p>\n

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The technology used for virtual field trips has changed – or perhaps become more varied – over time.<\/p>\n

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In this project, we restrict the term ‘virtual field trip’ to those approaches that seek to replicate the familiar ground-level perspective of being in the field.<\/p>\n

Immersive and non-immersive virtual field trips<\/h2>\n

A useful distinction can be drawn between immersive and non-immersive virtual field trips because each type presents different opportunities and challenges. A useful distinction can be drawn between immersive and non-immersive virtual field trips because each type presents different opportunities and challenges.<\/strong><\/p>\n

Immersive virtual field trips<\/strong> attempt to simulate being in the field and provide users with varying degrees of agency, such as in where to go and what to look at. An example of this approach is Google Street View. Its 360\u00b0 imagery allows you to look all around, in contrast with standard photographs and videos where others have already determined the view.
\nThis distinction is important because 360\u00b0 imagery, in whatever form, arguably provides greater potential for creating educational activities based around independent exploration and investigation in the (virtual) field. This project focuses on photography-based approaches to developing immersive virtual field trips, for the simple reason that this is the only cost-effective option at the time of writing if realism and detail at all scales is important.<\/p>\n

In an immersive virtual field trip, you are surrounded by the environment. Google Street View is an example of this because of its 360\u00b0 imagery, which allows you to look all around.<\/p>\n

The term virtual reality<\/em> (VR) can be used to describe immersive virtual field trips. Google Street View is an example of photography-based VR.<\/p>\n

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