Abstract

This study aimed to understand what role teachers consider the immersive virtual field trip (VFT) system to play in primary school classrooms. There were 19 teachers' perceptions of immersive VFTs for educational purposes explored. The interview transcripts were analyzed using the phenomenographic method. The results showed that, for usability issues, three categories: lack of interaction, language affordance, and hardware and network problems, were generated from the teachers' concerns. The teachers proposed three ideas: instructional scaffolding, microscopic scale, and localized content, for immersive VFT systems and content design. Regarding learning influences, the teachers considered that the learning by immersive VFTs may provide the benefits of: enriching experiences, increasing motivation, understanding abstract concepts, and fostering inquiry learning. The teachers suggested five instructional approaches: advance organizer, learning extension, learning evaluation, collaboration, and role playing for the implementation of immersive VFTs in classrooms. These findings could benefit future development of immersive VFT learning systems.

摘要

本研究旨在了解教师认为沉浸式虚拟实地考察 (VFT) 系统在小学课堂中扮演的角色。探讨了 19 位教师对用于教育目的的沉浸式 VFT 的看法。使用现象学方法对访谈记录进行分析。结果表明，对于可用性问题，教师的关注产生了三类：缺乏互动、语言可供性、硬件和网络问题。老师们提出了三个思路：教学脚手架、微观尺度和本地化内容，用于沉浸式 VFT 系统和内容设计。关于学习影响，教师们认为沉浸式 VFT 的学习可以带来以下好处：丰富经验、增加动力、理解抽象概念、并促进探究性学习。教师们提出了五种教学方法：提前组织者、学习扩展、学习评估、协作和角色扮演，以在课堂上实施沉浸式 VFT。这些发现可能有利于沉浸式 VFT 学习系统的未来发展。