Virtual field experiences in a web-based videogame environment: Open-ended examples of existing and fictional field sites

Abstract

Abstract. We present two original, videogame-style field-geology experiences designed to allow flexible, open-ended exploration for geologic mapping and structural geology. One simulation features the Whaleback anticline, a site in central Pennsylvania (USA) with three-dimensional exposure of a 30-m-high fold, based on a terrain model that was acquired through structure-from-motion photogrammetry. The second example is a fictional location with simplified geology, built with digital modeling software and inspired by the geology of northwestern Washington. Users move through the terrain, as if in the field, selecting where to make observations of the geologic structure. Additionally, these virtual field experiences provide novel visualization opportunities through tools like a geodetic compass that instantly plots data to a stereonet, and a jetpack simulation which allows the user to interrogate geologic surfaces in hard-to-reach locations. We designed the virtual field experiences in a widely-used videogame-creation software and published the field simulations for access via the internet and common web browsers, so that no special hardware or software is required to play. We implemented these field simulations to partially replace field and lab exercises in two different courses offered remotely through the University of Washington Department of Earth and Space Sciences, with assignments that address many of the learning goals of traditional in-person exercises. Because the virtual field experiences are open-ended, other instructors can design different exercises to meet different learning goals. While this game environment currently serves as an enhancement to remote education, this format can also augment traditional educational experiences, overcoming several challenges to accessing the field or particular outcrops and thereby broadening opportunities for participation and scientific collaboration.

From Virtual Field Trip to Geologically-Reasoned Decisions in Yosemite Valley

“…Several educators have been experimenting with using videogame platforms (e.g. Minecraft, itch.io) to allow exploration-based field simulations in both scanned real world sites and fictional environments (Needle et al, 2021;Rader et al, 2021); these formats typically require more commitment on the part of the educators to design and implement but can be engaging, allow interaction between students, and mimic the freedom of mapping a region for the first time. Virtual Reality (VR) experiences offer the most immersive VFT possibilities by allowing the viewer to have the virtual environment https://doi.org/10.5194/gc-2021-28 Preprint.…”

Virtual field trip to the Esla Nappe (Cantabrian Zone, NW Spain): delivering traditional geological mapping skills remotely using real data

“…Mead et al, 2019); (v) virtual educational games where students use an avatar to interact with different information and scenarios where a certain learning task needs to be performed (e.g. Pringle, 2013, Virtual Landscapes, 2020Needle et al, 2021); (vi) virtual-reality tours that provide the students with an immersive 3D experience using a head-mounted display through which they may interact with a virtual environment and utilise different data; (vii) virtual globe experiences, where a 3D visualisation of rocks, structures, and topography is possible that may be supplemented with photographs, sketches, and outcrop descriptions (Blenkinsop, 2012;Whitmeyer et al, 2012;Whitmeyer and Dordevic, 2020;Rotzien et al, 2021;Bond and Cawood, 2021;Toy et al, 2021;Mahan et al, 2021;Marshall and Higley 2021). The effectiveness of these approaches depends largely on the degree of student engagement in the learning process itself, the type of information available to the students, the way in which the working data are provided and the nature of the final outcome of the activity.…”