Virtual Field Trips in K–12 Classroom Teaching: A Systematic Review of 10 Years of Studies

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Online Pedagogies for K–12 Education (Table 6)

Abstract

The systematic literature review reports how Virtual Field Trips (VFTs) are used in K-12 classrooms for the past ten years (2012-2022). The review focuses on learning outcomes and pedagogical activities/strategies involved when using VFTs in different content subjects across grade levels. Following the PRISMA guidelines, we include clear research questions, theoretical frameworks, and a conclusion and discussion. The review shows that VFTs are mainly used in science education, although other subjects are reported as well. It also shows that VFTs as an instructional tool can promote student learning, especially in affective and cognitive domains. The literature review enhances our understanding on the implementation of VFTs in K-12 classrooms. Directions for future research and practices are discussed as well.

Authors

• Xiaojun Chen, St. John's University
  Presenting Author

• Ying Zhang, Robert Morris University
  Presenting Author