Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes

High-quality virtual field trips (iVFTs) can lead to greater learning gains than traditional in-person field trips (ipFTs), according to a study comparing undergraduate geoscience education experiences at Grand Canyon National Park. The research, which employed mixed-methods assessment of cognitive and affective outcomes, found that students engaging with an iVFT—anchored by 360° spherical images and adaptive feedback—demonstrated significantly higher learning gains than those participating in a guided ipFT along the Trail of Time. While ipFT students exhibited greater pre-trip excitement, virtual experiences proved equally or more effective for content mastery, suggesting their potential to expand access to high-impact geoscience education without compromising quality.

Ruberto, T., Mead, C., Anbar, A. D., & Semken, S. (2023). Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes. Journal of Geoscience Education, 71(4), 445–461. https://doi.org/10.1080/10899995.2023.2186067