UNDERSTANDING THE PLACE OF VIRTUAL FIELD WORK: HOW TO BEST INTEGRATE IT WITH TRADITIONAL FIELD WORK

The rapid advancement of visualization technologies has enhanced our ability to produce sophisticated models, or ‘digital twins’, representing actual locations. These visualizations are commonly known as Virtual Outcrop Models (VOMs) or Virtual Field Experiences or Virtual Field Trips. VOMs show multiple advantages: 1) convenience–students can view, zoom in and out, and visit many locations at will; 2) easing logistical and resource constraints–can view model on most devices; and 3) increased accessibility–can include those with mobility challenges. Such advantages came into sharp focus during the recent COVID-19 pandemic, when field schools were closed, and many students still needed to fulfill their degree requirements. However, despite their increased popularity, there has been very little systematic research on their efficacy as a teaching and learning tool. This pilot study aims to understand how students learn using VOMs and how to most effectively integrate VOMs into field instruction. Our study incorporates a ‘traditional’ field visit and 3-D VOM of the same field location created using drone-based photogrammetry. We observed two groups of undergraduate geology majors with different levels of experience. One group used the VOM prior to visiting the field site represented by that VOM. The second group started in the field and finished with the VOM. Initial observations of the data bring to light the strengths and limitations of both modalities. The VOMs provide quick access to multiple perspectives, but they lack the resolution for small-scale observation. The field gives such resolution, but its size can be intimidating, especially for novices. We found that a combination of VOM and actual fieldwork allowed students to test their hypothesis by validating the things they observed in the first method they were exposed to, using the other. We suggest the investment in VOMs for targeted field sites which can be used prior to a field experience to assist students in developing more focused field observations and then as a post field activity to confirm or reject their field hypothesis.