This study investigated the effectiveness of virtual field trips in enhancing Grade 11th students’ comprehension of colonial history through the architecture (VCAH), while fostering key soft skills via a structured four-stage process: Planning, Digital literacy, Creativity, and Presentation. Utilizing digital tools such as Google Maps and Google Earth, 78 students collaboratively designed virtual travel planning to explore colonial architectural sites. The learning activities guided students through planning their routes, gathering historical information, developing online content, and presenting their group work. A mixed-methods approach was employed to assess learning outcomes. Historical comprehension was assessed through their presentation. Soft skills development mapped to the four-stage process were evaluated through structured student self-assessments using a rubric as a criteria. Results indicate that most students demonstrated measurable improvement in historical knowledge and reported significant growth in all four targeted soft skill, the statistic significant findings (p<0.05). The VCAH model provided an engaging, technology-rich environment that supported both academic learning and the development of 21st century competencies. These findings suggest that well-designed virtual experiences not only can effectively integrate content learning with soft skill but can be also implemented for distance learning instead of on-site field.

Authors:
Chitphon Yachulawetkunakorn, King Mongkut's University of Technology Thonburi, Thailand
Witsanu Supandee, King Mongkut's University of Technology Thonburi, Thailand

About the Presenter(s)
Mr.Chitphon Yachulawetkunakorn. I'm currently the lecturer of the Engineering Science Classroom, Learning Institute, King Mongkut's University of Technology Thonburi, Bangkok, Thailand.

See this presentation on the full schedule – Wednesday Schedule

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