Motivational Effects of Virtual Field Trips

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  In Roundtable Session: Designing for Self-Regulation: AI, Scaffolding, and Learner Agency

Abstract

This study explores the motivational impact of immersive virtual field trips (IVFTs), which allow learners to explore remote locations with VR glasses. Grounded in the CAMIL and the ARCS model, it examines how IVFTs enhance learning outcomes, motivation, and interest. Learners participated in an IVFT in the domain of engineering in which they were either supported by strategies like signaling and segmenting or not. Results showed that supported learners reached higher learning outcomes but with reduced motivation. Prior knowledge, presence, and personal factors (e.g., sex, gaming habits) influenced motivation and interest. Although male students reported more satisfaction, female students showed greater attention. The findings suggest IVFTs can promote equity in STEM but require thoughtful design to balance guidance and autonomy.

Authors

• Bernhard M. Ertl, Universität der Bundeswehr München

• Kerstin Bohlen, Universität der Bundeswehr München