Objective:
- Identify how VR can complement and enrich traditional teaching methods, providing a flexible, interactive approach to fieldwork and allowing students to experience and engage with content in new, dynamic ways.
- Increase in student digital skills and understanding of how virtual landscapes can mirror or differ from real-world settings.
o Learners will be able to apply theoretical knowledge of geographical concepts in a VR environment, demonstrating their ability to transfer academic learning to simulated field scenarios
o The learner will be able to critically assess the advantages and limitations of using VR as a tool for fieldwork, identifying specific contexts where VR can enhance learning for select groups.
Overview:
Although this case study focuses on fieldwork, the application can be used within a variety of different fields and subject areas.
Virtual Reality (VR) can be used to enhance fieldwork and geographical learning by immersing students in virtual environments. By interacting with virtual landscapes, students develop confidence, spatial awareness, and the ability to apply theoretical concepts in a simulated environment. This approach also helps overcome barriers such as accessibility, geographical constraints, and the limitations of traditional fieldwork, providing an opportunity for all students to engage in immersive learning experiences and supporting inclusive learning by offering tailored experiences that accommodate diverse learning needs. Adopting VR can also contribute to the development of competencies as outlined in the EntreComp Framework, for example:
- Ethical and sustainable thinking
In light of climate change, VR has facilitated fieldtrips to regions by avoiding air travel across borders, a more carbon-sensitive alternative (Schott, 2017). Schott (2017) estimated that his virtual fieldtrip generated roughly 1/47th of the ‘real’ fieldtrip’s estimated emissions in the first year it ran. VR headsets help provide fairer more equal experiences for all, visiting a glacier which is not accessible for all, can be via VR, allowing all to engage in the experience and subsequent discussion. VR experiences can aid in the development of a more EDI (equal, diverse and inclusive) conscious approach to fieldwork, when used in conjunction with other supportive methods.
Example: ALL students could travel to regions without the environmental impact of travel. The use of VR headsets will generate the discussion on carbon usage when travelling and ethical values, carbon offsetting and students should be able to develop intermediate/advanced arguments on sustainable travel and decision making and impact.
Activity:
This guide will focus on 2 ways in which virtual reality could be incorporated into the geography curriculum, and their contributions to the EntreComp Framework. Case Study 1 (using pre-made content) requires a lower level of expertise, while Case Study 2 (using self-made content) demands a higher degree of proficiency. Both, however, assume a basic level of competence in tasks such as operating a headset/tablet or mobile and navigating to the necessary software. VR content for inclusivity purposes should be accessible on multiple platforms for example VR headsets (if available), computer and or mobile device - not all students will want to engage in ‘immersion’ and so alternative platforms should be made available.
- Using pre-made content
Pre-made VR content offers a valuable resource by providing immersive, ready-to-use environments that have the potential to bring geographical concepts to life. Utilising pre-made content, readily available online through various sources, can foster deeper engagement and critical thinking without the logistical challenges of traditional fieldwork.
Activity
In an innovative approach to teaching Year 1 geography students, the aim was to foster a deeper understanding of spatial awareness of the subjective nature of space and place. The activity sought to engage students by exploring various real-world locations via VR, with an emphasis on using descriptive language to articulate and identify the geographical features around them. By incorporating group collaboration and creativity, the goal was for students to improve their communication skills, spatial thinking, and ability to describe the environments in which they were immersed in. To begin, the class was divided into small groups (4-5 individuals), each assigned a different VR environment (using content readily available on YouTube VR). These environments were pre-selected to represent a variety of geographical contexts, such as urban areas and rural landscapes. This year the chosen locations included: Dublin, Rome, Amsterdam, Barcelona and Tokyo. Two groups were allocated Tokyo, to explore the differences and similarities within the ways in which individuals experience and describe locations. Each group was tasked with exploring their assigned space in the VR environment, but they could only use descriptive words to describe the features they encountered, such as the landscape, building types, or natural elements, without revealing the location itself. After their exploration, each group was responsible for creating a poster that visually represented the key aspects of the environment they had ‘visited’. Once all groups had finished their posters, the class engaged in a collaborative challenge, whereby the rest of the class tried to guess which geographical location they had explored based on the descriptive language and visual cues provided in the posters. The task sparked lively discussions, allowing students to refine their understanding of space and place and how they are shaped by both human and physical factors.
Learning outcomes
- The activity encouraged students to think critically about how to describe spaces and places using specific and accurate terminology.
- Students developed a better understanding of spatial relationships and geographical diversity. The use of VR enabled them to interact with environments that may not be easily accessible in real life, such as remote or global locations.
- Working in small groups allowed students to engage in peer learning and problem-solving.
EntreComp Framework Competencies: spotting opportunities, learning through experience, working with others.
Reflection and feedback
The activity received positive feedback from both students and departmental staff. Students reported that the VR experience was engaging, and that the collaborative and interactive nature of the activity enhanced their communication skills and facilitated teamwork at a crucial time for group cohesion in Year 1. The activity also encouraged the development of enterprise and entrepreneurship skills, such as creative thinking, problem-solving, and initiative. I have repeated this activity with Year 3 students, but with a stronger discursive session focusing on media content, virtual geographies, and the potential of digital innovation in entrepreneurial settings.
2. Using self-made content
The objective was to move beyond pre-made experiences by creating tailored curriculum-aligned environments. This approach aimed to enhance student understanding through immersion, while also building transferable skills such as observation, critical thinking, and digital literacy.
Activity
Custom VR environments were created using 360° imagery, embedded hotspots, and interactive elements aligned with key learning outcomes. For example, 360° images and videos were taken whilst on fieldwork both by staff and students to recreate the field experience. Upon return to the department these images are collated into a virtual tour (using story maps, thing link or equivalent). This content can then be used for multiple purposes; as a revision aid, as an alternative to fieldwork for those unable to attend (illness/disability etc.), and/or follow up tasks and activities. An example of this to encourage deeper engagement could be where students are given problem-solving tasks based on the VR environment. For example, after exploring a risky environment, students proposed risk management strategies, using evidence gathered from both their experiences and VR simulations. This applied element helped reinforce the relevance of field-based data to real-world planning and decision-making and meet degree benchmarks.
Learning outcomes
- Custom-built VR content allowed students to apply theoretical knowledge in situated, realistic and familiar environments. This helped bridge the gap between classroom discussions and real-world geographical contexts.
- Students developed skills in visual analysis, data interpretation, and place-based inquiry, similar to those used in traditional fieldwork.
- Creating a reflective output based on their VR experience supported digital literacy development, encouraged deeper engagement with the content, and promoted independent learning.
EntreComp Framework Competencies: creativity, coping with uncertainty, ambiguity & risk, learning through experience.
Reflection and feedback
Student feedback highlighted the high levels of engagement and enjoyment associated with using bespoke VR content. In the field students were also curious about the content creation element and often took over the process of collecting photos and images and in some cases even the development of the virtual tours upon returning from the field. VR activities can present complex, real-world problems for students to solve creatively, mirroring the entrepreneurial process. These scenarios encourage students to identify opportunities, ideate solutions, and test their feasibility in a dynamic, interactive way.
In both cases, students should be given time to reflect on the content that they have engaged in. Posing questions based
- What is being shown/represented?
- How important is soundscape to sense of place?
- How did different people in your group experience the content?
- Who has produced the content, when, and why? How might the identity of the producer/organisation effect the content?
- What are the benefits of VR in relation to site inclusivity?
- In what scenarios would this video be useful? In what conditions would VR enhance or take away from user experiences?
In my experience small group sizes work best, and if undertaking group work with multiple headsets in use by small groups you may also benefit from additional support to help manage if the technology fails or has issues.
Skill Development:
- Student skills development
o Engaging with VR simulations encourages students to approach challenges creatively and analytically.
o Students build confidence in their ability to engage with complex fieldwork tasks, preparing them for real-world field experiences.
o Reflection allows for critical discussion and thought on content creation and media.
- Staff skills development
o Enables staff to incorporate cutting-edge technology into their teaching, enhancing engagement, and offering new methods of delivering content that resonate with diverse learning styles.
Resources:
- Access to StoryMaps, ThingLink or equivalent
- VR Headset (if appropriate), alternatively virtual tours can be undertaken on desktops, tablets and mobiles.
- Space to deliver the session
References:
Bos, D., Miller, S. & Bull, E. 2022. Using virtual reality (VR) for teaching and learning in geography: Fieldwork, analytical skills, and employability. Journal of Geography in Higher Education, 46, pp. 479-488. DOI: 10.1080/03098265.2021.1901867
Hollman, V. (2013). Promoting visual literacy among undergraduate students in geography: Teaching a visualized Latin America. Journal of Geography in Higher Education, 38(1), 136–147. https://doi.org/10.1080/03098265.2013.836626
Rose (2007). Teaching visualised geographies: Towards a methodology for the interpretation of visual materials. Journal of Geography in Higher Education, 20(3), 281–294. https://doi.org/10.1080/03098269608709373
Schott, C. 2017. Virtual fieldtrips and climate change education for tourism students. Journal of Hospitality, Leisure, Sport & Tourism Education, 21, pp. 13-22. DOI: https://doi.org/10.1016/j.jhlste.2017.05.002.