{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T16:08:50Z","timestamp":1771344530562,"version":"3.50.1"},"reference-count":92,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,19]],"date-time":"2025-12-19T00:00:00Z","timestamp":1766102400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,12,19]],"date-time":"2025-12-19T00:00:00Z","timestamp":1766102400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Virtual field trips (VFTs), an innovative educational form, developed rapidly in recent years, driven by computer visualisation technologies. During the COVID\u201019 pandemic, VFTs gained significant attention for their ability to transcend time and space. As offline activities resume, it is crucial to summarise and explore VFTs' educational potential and research directions in the post\u2010pandemic era.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aims to provide a comprehensive overview of the literature characterisation and systematic analysis of the research hotspots and development trends of VFTs to provide reference for researchers and practitioners.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This study employed bibliometric and content analyses to investigate the characteristics of studies on VFTs from 2004 to 2024, indexed in the Web of Science and Scopus databases. CiteSpace was utilised to perform collaboration network analysis, clustering, and burst detection.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>The results indicated that between 2004 and 2024, research on VFTs showed a growing trend. Key nations of publishing and research strength were from the United States, China, and the United Kingdom. Research on VFTs predominantly focused on geology, while climate change emerged as another popular theme. The tools supporting VFTs primarily include content creation, content viewing, and content distribution tools, as well as the implementation forms of VFTs, namely digital information platforms, online courses, and virtual 3D worlds. Over the past two decades, studies have centred not only on the advantages and effectiveness of VFTs but also on teaching strategies tailored to factors that impact student learning outcomes. The field has evolved through stages of the Emergent Phase, the Focused Phase, and the Deepening Phase, shifting from technological exploration to learner experience and, subsequently, to the integration of educational theory. Future research should focus on multi\u2010sensory experiences, instructor competency and integrating teaching theories.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70170","type":"journal-article","created":{"date-parts":[[2025,12,20]],"date-time":"2025-12-20T01:04:06Z","timestamp":1766192646000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["A New Approach to Field Learning\u2014Virtual Field Trips: A Systematic Review"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4235-7951","authenticated-orcid":false,"given":"Rong","family":"Hu","sequence":"first","affiliation":[{"name":"School of Teacher Education, Southwest University  Chongqing China"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-4086-7412","authenticated-orcid":false,"given":"Ying","family":"Zhang","sequence":"additional","affiliation":[{"name":"School of Teacher Education, Southwest University  Chongqing China"}]}],"member":"311","published-online":{"date-parts":[[2025,12,19]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10956\u2010011\u20109350\u2010z"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010024\u201012682\u20103"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.12749"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00779\u2010020\u201001373\u20108"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2022.1032108"},{"key":"e_1_2_10_7_1","first-page":"411","volume-title":"Communications in Computer and Information Science","author":"Bodzin A.","year":"2024"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.3975\/cagsb.2023.112501"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2019.103600"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.12956"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jhlste.2018.05.002"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.13265"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.15523\/JKSESE.2022.15.2.171"},{"key":"e_1_2_10_14_1","unstructured":"Dale P. 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