Pupils’ perceived immersion, attitudes, and learning effectiveness in virtual field trips: A comparison between immersive and projective environments

Abstract

Focusing on the implementation of virtual field trips in elementary school classroom, this study aimed to explore pupils’ affective perceptions and cognitive performance in either immersive environments (using VR headsets, n=26) or projective environments (using traditional projection screen, n=26) through a quasi-experimental design. The results showed that the pupils exhibited stronger perceived immersion and positive attitudes toward virtual learning and achieved better learning effectiveness in the immersive setting than in the projective setting. We are continuing to expand this work for more understandings of immersive virtual field trips in elementary classrooms.