Date of Award
2019
Document Type
Dissertation
Degree Name
Ph.D. in Education
Department
Education
First Advisor
Ellen J. Foster
Second Advisor
Joel Amidon
Third Advisor
Rosemary Oliphant-Ingham
Relational Format
dissertation/thesis
Abstract
The study seeks to inform solution to the lack of student exposure to frequent, culturally enriching field trips in school. To address the concern of limited learning through school field trips, this phenomenological study seeks to explore the lived experiences of virtual reality field trips for secondary students. The study seeks to examine how students respond emotionally, physically, and cognitively to the use of virtual reality within the classroom. Data analysis consists of observing, interviewing, and assessing students as they engage in and complete a virtual reality field trip. The three research domains are transcribed and analyzed to better understand how students respond in a virtual field trip. The results will lead to further studies on the use of virtual reality field trips as a teaching strategy to improve student learning.
Recommended Citation
Thomas, Melissa Sonta, "Virtually There: A Phenomenological Study of Secondary Students and Their Engagement with Virtual Reality Field Trips" (2019). Electronic Theses and Dissertations. 1700.
https://egrove.olemiss.edu/etd/1700