Educational Virtual Field Trips based on Social VR and 360{\deg} Spaces

TL;DR

This study explores the development and evaluation of social VR-based virtual field trips using Mozilla Hubs, highlighting their potential and challenges for educational use through mixed-method research.

Contribution

It introduces a novel application of Social VR for virtual field trips and provides empirical insights into user perceptions and design considerations.

Findings

Social VR VFTs offer engaging collaborative learning opportunities.

Participants appreciated the immersive experience but noted technical and usability challenges.

The study provides design guidelines for future Social VR educational applications.

Abstract

Virtual field trips (VFTs) have proven to be valuable learning tools. Such applications are mostly based on 360{\deg} technology and are to be characterized as single-user applications in technological terms. In contrast, Social VR applications are characterized by multi-user capability and user-specific avatars. From a learning perspective, the concepts of collaborative learning and embodiment have long been proposed as conducive to learning. Both concepts might be supported using Social VR. However, little is currently known about the use of Social VR for VFTs. Accordingly, the research questions are to what extent VFTs can be implemented in Social VR environments and how these Social VR-based VFTs are perceived by learners. This article presents an evaluation study on the development and evaluation of a VFT environment using the Social VR platform Mozilla Hubs. It describes the design decisions to create the environment and evaluation results from a mixed-method study (N=16) using a questionnaire and focus group discussions. The study highlighted the opportunities offered by Social VR-based VFTs but also revealed several challenges that need to be addressed to embrace the potential of Social VR-based VFTs to be utilized regularly in education.