What is it?
Field trips are visits (virtual or non-virtual) to sites that help to encourage learning that is based in authentic contexts. The field trip is an example of experiential learning. In Kolb’s learning cycle , the field trip can be used to anchor the learning in concrete experiences and used in subsequent phases because, as Kolb points out, the perception of experience is not sufficient for learning to occur and reflection requires the raw material (experience) through which learning can happen.
It is important, therefore, to use the field trip as an educational experience and to design appropriate learning and scaffolding material together with assessment items to maximise the student learning experience.
Why use it?
Field trips are useful for helping students to contextualise and apply the knowledge that they have learned in the classroom setting (Jones & Washko, 2022). Field trips can also be used as the basis for learning journals, portfolios and preparing students for the practical considerations that are required for the world of work.
How do I do it?
The literature on augmented and virtual reality is extensive (Markowitz et al., 2018). The following is an outline of some practical examples based on augmented and virtual reality technologies. Examples from the literature about orthodox field trips are also included here.
- Augmented reality field trips . These types of field trips will typically use a software platform that students have access to when they are learning in the field. The software will provide an overlay or layer their experience with further information that is provided to them via a device. Examples include:
- Virtual reality field trips . Virtual reality field trips are more difficult to develop because they require significant resources and complex technological solutions (e.g. immersive virtual reality ). However, virtual field trips without technology that create the illusion of reality can be developed using tools and resources that are currently available (e.g. google maps, images, audio, video etc.). Materials have also been developed with the intent to be used as part of a virtual field trip learning experience. Examples include the following:
- Traditional field trips. These have been used in various contexts (e.g. legal education, environmental science and geography). They involve visits to particular sites and students are typically provided with a set of guiding questions or worksheets to complete as part of their learning experience. Students might also be required to create their own media resources which can be used to create a reflective journal or as part of a portfolio.
Considerations
Factors to consider include the following.
- Be creative and keep it simple . A field trip can be simple but it must involve students actively engaging with the real world, promote critical thinking and help build skills in description, observation and analysis.
- Ensure that your field trip is pedagogically sound . Ensure that the objectives of the field trip are clear and your students understand its purpose. Consider how the experience is integrated with other components in your unit.
- Planning and logistics . Ensure student safety and make sure that logistical considerations such as transport, technology and relevant paperwork are addressed.
- Environmental impacts . Telford et al. (2023) discuss some of the environmental impacts of field-based pedagogy.
If you are considering introducing digital immersive elements as part of your field trip design, visit this Western Sydney University resource https://westernx.edu.au/courses/360-fundamentals/1_2_specification/?cl=1.
References
Hajirasouli, A., Banihashemi, S. Augmented reality in architecture and construction education: state of the field and opportunities. Int J Educ Technol High Educ 19 , 39 (2022). https://doi.org/10.1186/s41239-022-00343-9
Huang, J., & Hu, Y. (2025). A systematic review of immersive virtual reality applications in geography higher education. Journal of Geography in Higher Education , 1–18. https://doi.org/10.1080/03098265.2025.2449883
(2022) More than fun in the sun: The pedagogy of field trips improves student learning in higher education, Journal of Geoscience Education, 70:3, 292-305, DOI: 10.1080/10899995.2021.1984176
Kolb, David A., 1939-. (1984). Experiential learning : experience as the source of learning and development. Englewood Cliffs, N.J. :Prentice-Hall,
Lucena-Anton D, Fernandez-Lopez JC, Pacheco-Serrano AI, Garcia-Munoz C, Moral-Munoz JA. Virtual and Augmented Reality versus Traditional Methods for Teaching Physiotherapy: A Systematic Review. Eur J Investig Health Psychol Educ. 2022 Dec 2;12(12):1780-1792. doi: 10.3390/ejihpe12120125 . PMID: 36547026; PMCID: PMC9778016.
Markowitz DM, Laha R, Perone BP, Pea RD, Bailenson JN. Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change. Front Psychol. 2018 Nov 30;9:2364. doi: 10.3389/fpsyg.2018.02364. PMID: 30555387; PMCID: PMC6284182.
Ntakakis G, Plomariti C, Frantzidis C, Antoniou PE, Bamidis PD, Tsoulfas G. Exploring the use of virtual reality in surgical education. World J Transplant. 2023 Feb 18;13(2):36-43. doi: 10.5500/wjt.v13.i2.36. PMID: 36908307; PMCID: PMC9993190.
Telford, A., Valentine, A., & Godby, S. (2023). The paradox of the ‘sustainable fieldtrip’? Exploring the links between geography fieldtrips and environmental sustainability. Journal of Geography in Higher Education , 48 (1), 115–132. https://doi.org/10.1080/03098265.2023.2190961
Zhou, Y., Chen, J., & Wang, M. (2022). A meta-analytic review on incorporating virtual and augmented reality in museum learning. Educational Research Review , 36 , 100454. https://doi.org/10.1016/j.edurev.2022.100454
