SUPPORTING STUDENT LEARNING AND UNDERSTANDING OF GEOSCIENCE USING VIRTUAL REALITY AND VIDEO DEMONSTRATIONS

Instructional videos are well-suited for explaining the dynamic nature of geosciences, as well as improve the spatial and temporal scales that many geoscience concepts engage. While online educational resources and digital courseware exist through textbook publishers, these resources are often presented at an impersonal level and offer little motivation for students to view them in their entirety. To combat these challenges, I worked collaboratively with university personnel and resources to create video demonstrations of various geoscience concepts using cognitive theory of multimedia learning design principles such as contiguity, multimodalities, and coherence. These videos were developed via backward design with clear learning objectives, using everyday items for analogs and models, and breaking down the fourth wall. In addition, virtual field trips to significant geologic location were created using Google Earth and Oculus allowing students to experience the wonders of geology without ever leaving home. The goal of this project research is to determine whether video usage improves student understanding and outcomes, as well as appreciation of geology in students’ lives. Data from this study indicate students’ strong understanding of geologic concepts and processes, which continues through summative assessments. There is a wide range of students’ confidence levels in understanding for both demonstrations and field trip videos, while qualitative data indicates students favor and find value in the use of videos to contribute to their knowledge and awareness of geology.