Abstract Virtual field trips (VFTs) are learning activities offering unique learning affordances, such as fostering object-based learning through interaction with digital artifacts, as well as supporting experiential and situated learning by placing students in contexts that simulate real-world experiences. 2D virtual field trips have been around for several decades, with their formats continuously evolving in response to new technological advancements. Initially dominated by images, graphics, and videos, VFTs evolved significantly with the introduction of 360° media, game engines and the metaverse, which enabled more immersive, interactive, and collaborative experiences. In this article, we outline evidence-based development paths and potential visions for the future of VFTs over the next 10 years. A retrospective of VFTs reveals their evolution from simple image and video-based experiences to increasingly immersive and interactive formats. The specific features of state-of-the-art VFTs can be identified using the concept of affordances which refer to the action possibilities provided by underlying technologies, such as 360° media, Computer Generated Imagery (CGI)-based VR worlds, and photogrammetry. The specification of action provided by current immersive technologies serves as a starting point into understanding future developments of VFTs. As part of this process, 14 hypotheses on the future development of VFTs were formulated, subsequently evaluated by experts in a Delphi study and then edited based on this expert feedback, providing empirical insights into expected trends and future directions for VFTs. The identified capabilities and educational potential will form the basis for expert discussions on upcoming trends in VFTs.
Eisenlauer et al. (2026) studied this question.