In-person field education through exploration is fundamental in geoscience, but equal access is limited by time, cost, safety, distance, physical ability, and instructor variability. Technology advances allow students to explore pedagogically rich but inaccessible places through virtual field trips (VFTs). Studies show that VFTs result in significant learning gains and are an effective learning modality. Most research has focused on instructor-generated VFTs disseminated through a top-down model, whereas technological innovations are making user-generated VFTs more practical. This longitudinal, mixed-methods study decentralized the production of VFTs by teaching students and educators to build their own VFTs for place-based education via the proposed Virtual Field Trip Production Process for Place-Based Education. Students and educators produced seven place-based VFTs reviewed by subject-matter experts that are currently being used as digital learning experiences in high school and college settings. Place-based education (PBE) traditionally occurs in actual places, while VFTs convey an actual place virtually and can share the same learning objectives as their in-person counterparts. Sense of place, the combination of meanings and attachments an individual or group ascribes to a given place, is a measurable learning outcome of PBE with cognitive, affective, and behavioral components. Participants were administered the Positive and Negative Affect Schedule (PANAS), Place Attachment Inventory (PAI), and Young’s Place Meaning Survey (YPMS). Regression analysis showed statistically significant increases in positive affect (PA) and statistically significant decreases in negative affect (NA) as well as statistically significant gains in sense of place and content knowledge. In both geology and PBE, drawing is an important tool for learning, teaching, and assessing. Current VFT software environments do not allow users to digitally draw within the platform. This study examined differences in learning outcomes and final grades between students submitting mechanical versus digital drawings, geologic maps, and concept sketches. Regression analysis of the drawing, geologic map, and concept sketch exercises revealed no statistically significant differences between mechanical and digital drawing modalities in both learning outcomes and final grades. Geoscience educators can confidently allow students to submit digital drawings while software programmers and learning designers should consider adding this capability to their VFT platforms.

Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity in the Grand Canyon, a 1.2 billion year break in the rock record; the Trail of Time, an interpretive walking timeline; and two immersive, interactive virtual field trips (iVFTs). The in-person field trip (ipFT) groups collectively explored the canyon and took an instructor-guided inquiry hike along the interpretive Trail of Time from rim level, while iVFT students individually explored the canyon and took a guided-inquiry virtual tour of Grand Canyon geology from river level. High-resolution 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable interactivity and allow the iVFT to provide feedback in response to student actions. Students in both modalities received pre- and post-trip Positive and Negative Affect Schedules (PANAS). The iVFT students recorded pre- to post-trip increases in positive affect (PA) scores and decreases in negative (NA) affect scores, representing an affective state conducive to learning. Pre- to post-trip mean scores on concept sketches used to assess visualization and geological knowledge increased for both classes and modalities. However, the iVFT pre- to post-trip increases were three times greater (statistically significant) than the ipFT gains. Both iVFT and ipFT students scored 92-98% on guided-inquiry worksheets completed during the trips, signifying both met learning outcomes. Virtual field trips do not trump traditional in-person field work, but they can meet and/or exceed similar learning objectives and may replace an inaccessible or impractical in-person field trip.