VIRTUAL REALITY AS A TOOL FOR UNDERSTANDING HOW THE EARTH WORKS

One of the key challenges to understanding and communicating how the Earth works is visualizing complex 3D structures and 4D processes. These challenges can be particularly great for novice learners who might have difficulty adapting to traditional methods of 3D notation (like contours, structural symbols, or color gradients). Aside from actually being out in nature, our traditional methods of learning and teaching about our 3D planet are 2D pages, chalkboards, and screens; however, the recent availability of high-end, consumer-grade virtual reality (VR) headsets has dramatically increased the potential for individuals and institution to integrate VR into their teaching. While new technology is exciting, it also means that getting the most out of these systems, for the time being, requires either creating original content or adapting existing material to work in VR. Geologists, in particular, are well-positioned to take advantage of VR because much of the content that we already use or generate during ongoing research or active learning translates well to VR platforms. All that is needed is a little creativity, a respect for the current limitations of the hardware, and a tolerance for workflows that involve two or more software programs.

We have been experimenting during the past year with integrating VR into undergraduate classes including activities that fall into one of three categories: 1. in-class, instructor-supervised, partially interactive VR environments with 3D models, animations, or 360 photos/videos, 2. fully interactive, stand-alone, VR homework assignments, or 3. student-built (or modified) VR environments. We are also working on VR “classrooms” with interactive content but have not yet tested this in an actual classroom. While we are not yet ready for a systematic assessment of educational outcomes for VR in undergraduate classes, the anecdotal feedback from our limited sample of early adopters has been very positive. Likely limitations to VR in education for the near future are room in budgets, room in syllabi, room in buildings (particularly for room-scale VR), and room in schedules for faculty, staff, or students to generate content. Nevertheless, with a little bit of work, the potential for VR as a tool that facilitates active and blended learning in the geosciences is virtually limitless.