Issues Surrounding the Use of Virtual Reality in Geographic Education

Lisichenko, Richard

doi:10.1080/19338341.2015.1133441

Cited by 18 publications

(5 citation statements)

References 19 publications

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“…Immersive VR has also been used as an integrated component of field trip activities, whereby VR and augmented reality (AR) can be used to provide alternative means of visualising and analysing the material landscape (Jones & Osborne, 2020; Priestnall et al, 2019). Alternatively, and closest in spirit to our project, VR has been conceptualised as affording a type of classroom‐based field trip experience in itself (Stainfield et al, 2000), both using digital technology to expose students to “place‐based experiences” (Lisichenko, 2015, p. 161) that might otherwise be inaccessible and providing opportunities to engage with “large amounts of geographic content shared in an experiential manner” (ibid., p. 162). Each of these articulations of VR‐inflected fieldwork offers possible ways to embed field trips into longer periods of geographical learning that exceed isolated time frames of a single physical excursion away from the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Unfamiliarity with VR technology evidently requires an investment of time and resources in training among teachers to ensure meaningful use of these platforms in geographical pedagogy (Brendel & Mohring, 2020; Stojšić et al, 2016). At the same time, varied digital literacy levels among students potentially undermine the greater equality of access supposedly represented by VR field trips (Lisichenko, 2015; Šašinka et al, 2019). Before we delve further into discussions about implementation and optimisation, however, it is useful to address a more fundamental issue regarding the specifically geographical interpretation of VR technology and its discourses and practices as those relate to an anachronistic spatial imagination embedded in such ideas as a “virtual” field trip.…”

Section: Literature Reviewmentioning

confidence: 99%

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Virtual reality as a spatial prompt in geography learning and teaching

Roelofsen

Carter-White

2022

Geographical Research

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We examine the claim that virtual reality (VR) holds significant potential for pedagogical applications in geography. We do so with reference to results from a two-year research-teaching project embedded in a postgraduate course on "Heritage and Its Management." We reflect on the implementation of a VR field trip to the Auschwitz-Birkenau State Museum enabled by the high-immersive Inside Auschwitz guided documentary, drawing on surveys and interviews held with students after their participation in the field trip. We found that VR technology may work as a (dis)inhibitor and provided users with a sense of social and temporal freedom to explore sites but in combination with a new set of spatial and perceptual constraints. The VR field trip generated curiosity about the "details" of the site, but we argue that learning with and through VR technology only became possible via active bodily adaptations and renewed understandings of bodily capacities and their inequalities. We conclude that VR works most effectively if conceived not as a journey into a self-contained virtual realm but instead as a spatial prompt designed to provoke new questions for students already on the path to developing geographical understandings and imaginations related to specific sites.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Virtual reality as a spatial prompt in geography learning and teaching

Roelofsen

Carter-White

2022

Geographical Research

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“…While XR technologies come with their own hardware-and software-related research challenges and priorities (Çöltekin et al 2020b)-which must be addressed by the greater XR community and which will arise with each technological advancement-the geospatial community has continually explored the use of XR technology to address specific geospatial problems. Recent applications include the use of VR to visualize and assess geohazards (Havenith et al 2019), to evaluate the importance of landmarks in mental map formation (Bruns and Chamberlain 2019), to assess the effectiveness of VR in topographic survey training (Levin et al 2020), and as a tool for geographic education (Lisichenko 2015;Minocha et al 2018;Jong et al 2020). Concurrently, AR has also been used in an educational context (Wang et al 2017;Turan et al 2018;Al Shuaili et al 2020;George et al 2020;Adedokun-Shittu et al 2020); however, the ability of AR/MR interfaces to connect data and real-world spaces has resulted in several situated, mobile applications.…”

Section: Xr In Vamentioning

confidence: 99%

Designing Virtual Spaces for Immersive Visual Analytics

Lochhead

Hedley

2021

KN J. Cartogr. Geogr. Inf.

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Modern virtual reality (VR) technology has garnered significant attention in the geographic visualization community for its ability to immerse users within geospatial data sets. While immersion within one-to-one models of reality offers unique and powerful perspectives from which to view spatial data, VR also allows users to transcend the physical limitations of the real world, thereby allowing them to visualize, experience, and interact with spatial data at any scale, in any virtual environment, at any time. This paper presents a collection of 3D data-driven geovisualization case studies, implemented in an immersive virtual GIScience data visualization space (IVEVA). IVEVA was purposefully designed and developed to highlight the differences in spatial data type, the challenges associated with spatial data visualization in an immersive virtual environment, and the importance of adhering to the established design heuristics of cartography, human-computer interaction, and extended reality (XR) development. Through this process, we offer our observations on how well each data type fits this medium of visualization and interpretation, and how the design heuristics play out for an immersive virtual environment that extends the practicable space in which GIScience and visual analytics are performed. Finally, we offer our perspectives, from designing and developing this prototype, on the future for immersive interface-based GIScience.

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“…The field has seen a rise of research studies about VR tools recently. Due to the versatile nature of the technology, VR has been used as training tools (Desai, Desai, Ajmera, & Mehta, 2014;Le, Pedro, & park, 2015), a treatment tool for learning in affective domains, such as empathy, public-speaking anxiety, and posttraumatic stress disorder (Ahn et al, 2016;Anderson, Zimand, Hodges, & Rothbaum, 2005;Parsons, & Rizzo, 2008;Passig, Eden, & Heled, 2007;Rizzo et al, 2010), and on a number of science and engineering subjects (Bassanino et al, 2010;Lisichenko, 2015;Merchant et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Did Mobile-Based Virtual Reality Improve L2 Students' Oral Proficiency?

Xie¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This presentation reports a mixed-methods study about using VR tools (Google Cardboard and Expeditions) for developing students' oral proficiency in learning Chinese as a second language. Twelve students role-played as tour guides for six locations throughout a semester: four of them with VR tools and two without. Data collection included oral presentations recorded at four different times of the semester (right after Presentations 1, 3, 4, and 6), class observations, participants' reflection papers, and individual interviews. Results revealed that the content and vocabulary of participants' oral presentations when using VR tools scored statistically significantly higher than when not using VR tools. Qualitative data showed that participants felt that VR tools facilitated preparation and encouraged active learning.

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Issues Surrounding the Use of Virtual Reality in Geographic Education

Cited by 18 publications

References 19 publications

Virtual reality as a spatial prompt in geography learning and teaching

Virtual reality as a spatial prompt in geography learning and teaching

Designing Virtual Spaces for Immersive Visual Analytics

Did Mobile-Based Virtual Reality Improve L2 Students' Oral Proficiency?

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