Astrobiology-Related Virtual Field Trips in Higher Education Settings: A Six-Year Study

Abstract Astrobiology-related laptop-delivered 360-degree immersive Virtual Field Trips (VFTs) are increasingly used in higher education. However, the literature remains sparse on the experiences in approach to pedagogy and what works and what does not in attaining the intended outcomes. Part of the reason for that has been the limitation on the cost of making this educationally promising type of VFT in terms of time and money, but various initiatives are addressing these two limiting factors. Thus, the pedagogical aspects underpinning making this type of VFT remain largely unexplored. We experimented with the 360-degree VFTs for an astrobiological field site that attracts global researcher interest-the Pilbara Craton of Western Australia, where the world's best preserved and most convincing evidence of early life on Earth exists, from 3.48 billion years ago. Our challenge was to engage final-year undergraduate science students-with little to no geology background-with this field site without visiting it, because of the remote location, safety considerations, and cost. Another consideration was that the astrobiology course in which the VFT resides is fully online, so students not currently residing in Australia can enroll, adding to practical logistical problems for field work. We present our experiences over six years of data in which one pedagogical change stood out above all others-introducing a handwritten field notebook for a VFT-suggesting that it is a key pedagogical consideration for field-related VFTs.

Comparison of Physical Activity, TV/Video Watching/Gaming, and Usage of a Portable Electronic Devices by Children With and Without Autism Spectrum Disorder

OBJECTIVE

Individuals with autism spectrum disorder (ASD) participate in less physical activity (PA) and more sedentary behavior than their peers without ASD.

METHODS

The study employed Chi-square analyses of the NSCH 2016-2017 data to compare PA, TV/video watching/gaming, and usage of portable electronic devices by children with and without ASD by age and ASD severity.

RESULTS

Results suggest more than two and a half times as many children 6-11 and 12-17 years old with ASD failed to engage in 60 min of PA during the past week compared to peers without ASD. As children aged, their PA time decreased, with a larger percentage drop for children with ASD. For children ages 6-11 years, an inverse relationship was found between PA and ASD severity that was not found for older children. As the children got older, children with ASD spent more time watching TV/video watching/gaming than peers without ASD, with differing results by ASD severity. More children Birth to 5 years ASD used portable electronic devices than their peers without ASD and more young children with ASD used devices for 3 or more hours a day. Roughly the same proportions of children 12-17 years old used devices for more than 3 h a day but differential results were found between children with and without ASD for less than 1 h of device use.

CONCLUSIONS FOR PRACTICE

These data can be used to advocate for individualized PA interventions and services to increase PA and decrease sedentary behaviors of children with ASD.