Recent advancements in geospatial technologies enable geography students to explore outdoor phenomena independently, without teacher guidance. Several authors argue that smartphone apps can effectively replace the teacher in excursions, addressing challenges such as teachers' limited availability. However, empirical research comparing the actual and perceived learning outcomes of excursions with a smartphone app versus excursions with a teacher remains scarce. In our comparative study aimed at understanding learning outcomes and student preferences, first-year bachelor's students participated in two excursions of each type. The results from a retention test revealed that the excursions with the app resulted in lower learning outcomes, and students rated these excursions less favorably overall. Although the app offered flexibility in excursion planning and pacing, students missed the support for learning in the field, personal contact, and structure. Additionally, many students struggled with self-discipline in planning excursions and lacked motivation to engage seriously with the tasks without a teacher present, hindering their ability to effectively utilize the app's auto-feedback. Therefore, enhancing student self-regulation skills is key for maximizing the effectiveness of app-supported excursions.