The development and impact of VR fieldtrips on geoscience curricula
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Date
2026-03-09
Authors
Loriga, Irene
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Publisher
University College Cork
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Abstract
Fieldwork is the cornerstone of geography education, allowing students to develop hands-on expertise through the direct observation and data collection of the physical environment. As such, fieldwork is crucial for understanding geographical phenomena while developing transferable skills that are valuable in various academic and professional settings. However, recent studies highlight the exclusionary dimensions of fieldwork, where barriers deter student participation and skill acquisition. Notably, barriers to participation have hindered students from engaging in on-site field activities and acquiring relevant skills. These barriers highlighted the significance of valuing students' needs in geography fieldwork education and the importance of developing measures that promote inclusion and accessibility.
Research into overcoming these barriers has been partially supported by technological advances that foster inclusion and equality. Multimodal approaches using videos, imagery, and mobile applications are linked to significant knowledge gains and positive user experiences. Furthermore, the emergence of Extended Reality (XR) has enabled the creation of immersive VR (Virtual Reality) educational environments that replicate virtual labs and fieldtrips. These can integrate realistic representations of sites along with interactive activities and immersive elements. Novel techniques such as SfM (Structure-from-Motion) photogrammetry allow the production of high-quality 3D models by using overlapping aerial and ground images of a site. This method is significant in the integration of 3D environments in the VR environment.
This thesis focuses on the creation of a Virtual Reality fieldtrip (VRF) using well-developed photogrammetric workflows and integrating it within the geography curricula at UCC (University College Cork). The key aims of the research are the following:
I. Develop a VRF of a relevant Irish site tailored specifically to the Irish geography curriculum
II. To use qualitative and quantitative methods to assess the impact and effectiveness of this VRF in support of student learning.
Multiple 3D models of Garryvoe Beach (Cork, Ireland) were developed from UAV and smartphone imagery processed using SfM photogrammetric software. Point clouds and texturised meshes were produced at sub-centimetre resolution. These were imported into the Unity game engine to create a VR environment with interactive activities and sensory elements. The VRF was delivered to students enrolled in a geography fieldwork module either before, after or in place of an in-person fieldtrip to Garryvoe.
Results showed that the workflow was successful in producing a multisensory experience that integrated multimodal approaches to learning and that included a number of interactive learning tasks. Each task was developed to address specific learning outcomes and was structured to accommodate various learners within the course. Several limitations were identified, primarily related to technological constraints, software and hardware requirements, and usability challenges.
However, the activity revealed that students had positive attitudes towards the use of VR and that they recognised its learning value. Students who completed VR before fieldwork stated the effectiveness of the VRF as a preparatory exercise. It allowed them to become familiar with the site and engage with tasks in advance, thereby reducing cognitive overload and enhancing knowledge retention. This group reported a more positive overall experience and performed better compared to students who completed the VR activity after the fieldwork. The use of the VRF as an alternative to on-site fieldwork was also assessed and revealed the potential and the limitations of using such an approach to replace fieldwork. Results highlighted the importance of such a resource when students cannot partake in fieldwork, contributing to overcoming known barriers. Although the activities at each virtual stop were designed to replicate authentic fieldwork tasks, they could not fully reproduce key elements of fieldwork such as hands-on practice, social interactions and true spatial immersion.
This thesis demonstrates that well-developed VRFs can engage and support students in field-based learning. A more inclusive design that integrates specific learning goals and instructional scaffolding of tasks and information plays a significant role in students' experience and performance. Implementation is also crucial and should promote an integrated approach in which VRFs are used both as preparatory and reflective tools to further enhance field learning and the overall educational experience.
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Keywords
Inclusive education , Fieldwork , Virtual reality , Diversity and inclusion
Citation
Loriga, I. 2026. The development and impact of VR fieldtrips on geoscience curricula. MRes Thesis, University College Cork.