Empowering K–12 Learners as Creators: Designing an Educator-Ready Sequence for Virtual, Place-Based Learning

Abstract

Immersive interactive experiences like virtual field trips are increasingly popular in K-12 education, yet they often position youth as consumers. This paper details a design-based-research approach to developing a learning sequence that empowers students as creators of their own immersive learning experiences, grounded in principles of project- and place-based learning. An initial series of four case studies, involving six educators and 100+ youth, illustrates design milestones; highlighting that while students enjoy creating these experiences and educators recognize the pedagogical value, challenges such as time constraints and project scaffolding can impede implementation. Although these case studies represent small, non-controlled samples, findings were consistent across iterations. In response to these findings we present the VFT Creation Sequence, a suite of learning resources that uplifts the student experience and provides practical support for authentic implementation. A final case study showcases the sequence in practice in an elementary science classroom and examines domain-specific features of the student work, yielding promising results in using student products as evidence of sense-making. VFT creation can complement instruction across domains and learning contexts; the VFT Creation Sequence was designed to be easily distributed to and adapted by educators interested in integrating learner-driven digital activities into their curriculum.