This paper presents a novel immersive Virtual Reality platform, named ARGO3D, tailored for improving research and teaching activities in Earth Sciences. The platform facilitates the exploration of geological environments and the assessment of geo-hazards, allowing reaching key sites of interest (some of them impossible to be reached in person) and thus to take measurements and collect data as it can be done in the real field. The target audience of ARGO3D encompasses students, teachers and early career scientists, as well as civil planning organisations and non-academics. The overall workflow for real ambient reconstruction, processing and rendering of the virtual ambient is presented, as well as a detailed description of the VR software tools and hardware devices employed.

Immersive virtual reality can potentially open up interesting geological sites to students, academics and others who may not have had the opportunity to visit such sites previously. We study how users perceive the usefulness of an immersive virtual reality approach applied to Earth Sciences teaching and communication. During nine immersive virtual reality-based events held in 2018 and 2019 in various locations (Vienna in Austria, Milan and Catania in Italy, Santorini in Greece), a large number of visitors had the opportunity to navigate, in immersive mode, across geological landscapes reconstructed by cutting-edge, unmanned aerial system-based photogrammetry techniques. The reconstructed virtual geological environments are specifically chosen virtual geosites, from Santorini (Greece), the North Volcanic Zone (Iceland), and Mt. Etna (Italy). Following the user experiences, we collected 459 questionnaires, with a large spread in participant age and cultural background. We find that the majority of respondents would be willing to repeat the immersive virtual reality experience, and importantly, most of the students and Earth Science academics who took part in the navigation confirmed the usefulness of this approach for geo-education purposes.

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