CHANGES IN GEOLOGY INTEREST AFTER A VIRTUAL REALITY GEOLOGY FIELD EXPERIENCE
Physical Geology lab students at a university in the southeastern United States completed a lab exercise in either a traditional indoor lab setting (n=62), an outdoor field experience (n=49), or a VR experience (n=117) in Fall 2018. The VR experience followed the narrative of a prospector working in Grand Canyon, whereas the real-world field experience was performed at a local outcrop. The lab experience integrated hand-samples with large-format outcrop images. Validated scales of interest, attitude, and presence were used to craft quantitative surveys to better understand participant experience across the three treatments.
A Wilcoxon signed-rank test indicated that participants in the outdoor (Z=-2.20, p=0.03) and the VR field experience (Z=-2.97, p<0.01) had significantly higher post-intervention interest than prior to the experience. Participants in the classroom experience did not show statistically significant changes. Students’ attitudes towards the classroom experience (M=3.49, SD=0.68) were higher than attitudes for the VR (M= 3.31, SD=0.77) or outdoor (M=3.50, SD=0.56) experiences which could reflect greater familiarity with that learning environment. Participants in the VR experience reported a moderate sense of presence (M= 2.86, SD=0.73).
Participants in the field and VR experiences had significant changes in interest, likely indicating situational interest. This suggests that VR experiences could be a pathway to develop individual interest through repeated exposure and creating opportunities for student choice in VR exploration. These data support the use of outdoor and VR experiences as a supplement to existing laboratory instruction. Specifically, VR geoscience field experiences could be used to bolster interest in geoscience where logistics may inhibit students’ ability to participate in traditional field experiences.