The Use of Virtual Reality as A Substitute for The Pre-School Students’ Field Trip Activity During the Learning from Home Period

Farah Firdiarahma


This study aims to examine the use of virtual reality as a substitute for the pre-school students' field trip activity during the learning from the home period. This research used a literature study as the research methodology. We conducted this study by observing and analyzing several journals on the use of Virtual Reality as a medium of learning. The various results of the journal analysis were used to determine whether virtual reality could be a substitute for the pre-school students’ field trip learning activity in this learning from the home period. By using Virtual Reality, the students would still be able to participate in field trips while still pays attention to the steps of conducting a field trip, such as (1) planning and preparation period; (2) the execution of the event, and; (3) the return time. Besides being considered as an effective tool to increase students’ learning interest and improve their learning outcomes, virtual reality can also be a substitute for the real field trips during this Covid-19 pandemic. Therefore, the students do not need to leave the house to participate in field trips. Hopefully, the result of this research would be able to provide the readers with new insights and knowledge on the utilization of virtual reality as a substitute for the pre-school students’ real field trip activity especially in this learning from the home period.


COVID 19 Pandemic; Field Trip; Medium of Learning; Virtual Reality

Full Text:



Berki, B. (2020). Experiencing the sense of presence within an educational desktop virtual reality. Acta Polytechnica Hungarica, 17(2), 255-265.

Bursztyn, N., Walker, A., Shelton, B., and Pederson, J. (2017). Increasing undergraduate interest to learn geoscience with GPS-based augmented reality field trips on students’ own smartphones. GSA Today, 27(5), 4-11.

Chao, K. H., Lan, C. H., Chang, K. E., and Sung, Y. T. (2014). Implementation of a mobile peer assessment system with augmented reality in a fundamental design course. Knowledge Management and E-Learning: An International Journal, 6(2), 123-139.

Domingo, J. R., and Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329-342.

Hu-Au, E., and Lee, J. J. (2017). Virtual reality in education: a tool for learning in the experience age. International Journal of Innovation in Education, 4(4), 215-226.

Liou, H. H., Yang, S. J., Chen, S. Y., and Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Journal of Educational Technology and Society, 20(3), 110-121.

Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., and Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.

Petersen, G. B., Klingenberg, S., Mayer, R. E., and Makransky, G. (2020). The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. British Journal of Educational Technology, 51(6), 2099-2115.

Pham, H. C., Dao, N., Pedro, A., Le, Q. T., Hussain, R., Cho, S., and Park, C. S. I. K. (2018). Virtual field trip for mobile construction safety education using 360-degree panoramic virtual reality. International Journal of Engineering Education, 34(4), 1174-1191.



  • There are currently no refbacks.

Copyright (c) 1970 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats
Indonesian Journal of Educational Research and Technology (IJERT) is published by Universitas Pendidikan Indonesia (UPI)