The Effectiveness of Ai-Powered Virtual Field Trips in Enhancing Student Learning Outcomes and Engagement

Abstract

This research investigated the effectiveness of AI-powered virtual field trips compared to other traditional forms of learning regarding student learning outcomes and student engagement for secondary school students from Pakistani schools. This research was designed quasi-experimentally involving 240 students from 9th and 10th grades in Lahore and Karachi, which were further sub-divided into equal experimental and control groups. The students in the experimental group were able to take AI-powered virtual field trips to various historical and cultural sites and scientific laboratories in Pakistan over 8 weeks while the students in the control group had traditional instruction. Synchronous data collection was done using a combination of pre-tests and post-tests, classroom observation checklists, and post-lesson structured questionnaires. The analysis done using SPSS and other forms of statistical analysis showed that the experimental group had higher learning outcomes and occupied themselves at a higher level of engagement in classroom activities. AI-powered virtual field trips improved students' motivation and knowledge retention, as the data indicated. According to the data obtained in the study, the students in the experimental group were more enthusiastic about learning and were more active in the lessons delivered. The findings of the research showed that the use of AI-powered virtual field trips in lessons in secondary schools in Pakistan was a way to improve the students' learning MetaMetrics in terms of the higher order and the lower order and affection in a less resourced educational setting.