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Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education

Author

Listed:
  • Tris Kee

    (The Centre for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong, Hong Kong, China)

  • Hao Zhang

    (Department of Environment, Faculty of Design and Environment, Technological and Higher Education Institute of Hong Kong, Hong Kong, China)

Abstract

During the COVID-19 pandemic, horticulture and landscape management programmes in higher education experienced a huge drawback because of the impossibility of organising field studies and conducting site research. To pursue a more sustainable method of teaching, immersive technology such as augmented reality (AR) and virtual reality (VR) has been increasingly adopted as an effective approach for multimodal experiential learning. This study examines student perceptions on the use of digital technology in team-based hybrid learning to achieve sustainability in tree management using data collected from students of horticulture and landscape management in a higher education institute in Hong Kong. Key theoretical principles on Kolb’s experiential learning cycle as an interactive process are discussed, followed by an empirical analysis of student survey results. This research deepens the understanding of how immersive technology enhances both environmental sustainability and learning innovation. The results demonstrate that innovative ideas in instructional methods such as ARVR simulation can enhance the environmental sustainability of how tree management can be conducted, promoting a more environmentally conscious, experiential, collaborative and digital learning experience in higher education.

Suggested Citation

  • Tris Kee & Hao Zhang, 2022. "Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education," Sustainability, MDPI, vol. 14(15), pages 1-18, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:15:p:9116-:d:871187
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    References listed on IDEAS

    as
    1. Megan Butler, 2022. "Interdisciplinary experiential learning during COVID-19: lessons learned and reflections for the future," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(2), pages 369-377, June.
    2. Xingrong Guo & Yiming Guo & Yunqin Liu, 2021. "The Development of Extended Reality in Education: Inspiration from the Research Literature," Sustainability, MDPI, vol. 13(24), pages 1-20, December.
    3. HyeJin Lee & Yohan Hwang, 2022. "Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning," Sustainability, MDPI, vol. 14(8), pages 1-21, April.
    4. Martin Krajčovič & Gabriela Gabajová & Marián Matys & Patrik Grznár & Ľuboslav Dulina & Róbert Kohár, 2021. "3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention," Sustainability, MDPI, vol. 13(14), pages 1-22, July.
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    Cited by:

    1. Ralph De Witte & Dirk Janssen & Samir Sayadi Gmada & Carmen García-García, 2023. "Best Practices for Training in Sustainable Greenhouse Horticulture," Sustainability, MDPI, vol. 15(7), pages 1-26, March.

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