Kan virtuella ersätta fysiska fältstudier i geografiundervisning? : En systematisk litteraturstudie om möjligheter och begränsningar i användningen av virtuella fältstudier som undervisningsmetod i geografi

Sammanfattning

The purpose of this literature review has been to examine the possibilities and limitations of using virtual field studies and different types of virtual field studies in geography education. The purpose has also been to examine how virtual field studies can be used as an alternative or a complement to actual field studies. Fourteen articles have been analyzed and five types of virtual field studies have been identified: Virtual Reality (VR), mobile/apps, livestreaming, pre-recorded videos and 3Dvisualising techniques and platforms. Six categories of arguments for the use of virtual field studies in education have been identified; economic arguments, reduced environmental impact, increased inclusivity/safety, reduced teaching resources/ increased student flexibility, increased variety of teaching activities and perceptions of students and teachers. Five categories of arguments against the use of virtual field studies in education have been identified: increased risk for technical problems, increased exclusion, economic arguments, limitations of how virtual field studies depict reality, negative impact on student’s knowledge development and perceptions of students and teachers. The results show that most of the categories contain arguments from all or a majority of the identified types of virtual field studies. Virtual field studies can be combined with or be used as preparation for an actual field trip but cannot completely replace them.