Fostering Geological Thinking Through Virtual Strike and Dip Measurements

Bursztyn, Natalie; Riegel, Hannah; Sajjadi, Pejman; Masters, Bart; Zhao, Jiayan; Huang, Jiawei; Bagher, Mahda M.; Wallgrün, Jan Oliver; Klippel, Alexander

doi:10.1109/vrw52623.2021.00061

Cited by 5 publications

(5 citation statements)

References 33 publications

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“…Further, qualitative results suggest that SaD was an effective learning instrument for the mapping exercise, as participants reported an increase in understanding of strike and dip from Map 1 to Map 2. These findings are in agreement with those from the earlier pilot study (n = 11) using the same software (Bursztyn et al, 2021) and suggest that SaD can be considered an effective learning instrument. The quantitative results indicate that students familiar with other geographical software or gaming software had a much better experience in light of representational fidelity, immediacy of control, per-Table 5.…”

Section: Discussionsupporting

confidence: 91%

“…The SaD tool mimics geoscience place-based learning experiences and combines them with the flexibility and scalability of dVR. A small-scale pilot assessment (11 participants) using the dVR SaD interface and an accompanying mapping assignment was completed in fall 2020 and presented at a workshop (Bursztyn et al, 2021). Building on the pilot study, we improved the design iteratively and rolled out SaD as a largescale study in a 250-student introductory geoscience class.…”

Section: A Place For Virtual and Immersive Technologies In Place-base...mentioning

confidence: 99%

“…Consequently, not all students completed the practice map prior to the main assignment (Map 2). The small-scale pilot study (Bursztyn et al, 2021) built in two work and submission sessions to the exercise with instructor feedback following the first "practice" mapping activity. We were unable to follow this procedure due to curriculum scheduling complications for the present study, and this limitation resulted in students either opting to not complete the first mapping exercise or completing both with the pressure of time constraints.…”

Section: Procedural Limitationsmentioning

confidence: 99%

“…Several students experienced technical difficulties including their computers crashing, the SaD tool lagging, and difficulty maneuvering within the virtual environment. Between the pilot study (Bursztyn et al, 2021) and this study, we tried to address the lagging concern, knowing that many students would not have access to gaming computers with highpowered video cards. Visual lag can be reduced by minimizing the complexity of the 3D rock models through reducing the number of polygons for each 3D model.…”

Section: Technical Limitationsmentioning

confidence: 99%

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Virtual strike and dip – Advancing inclusive and accessible field geology

Bursztyn

Sajjadi

Riegel

et al. 2021

Preprint

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Abstract. Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task of making it inclusive to all. Although a popular saying among geologists is “the best geologists see the most rocks”, field trips cost money, time, and are only accessible for those who are physically able to stay outside long hours. With the availability of 3D block diagrams, an onslaught of virtual learning environments is becoming increasingly viable. Strike and dip is at the core of any field geologist’s education and career; learning and practicing these skills is fundamental to making geologic maps and understanding the regional geology of an area. In this paper, we present the Strike and Dip virtual tool (SaD) with the objective of teaching the principles of strike and dip for geologic mapping to introductory geology students. We embedded the SaD tool into an introductory geology course and recruited 147 students to participate in the study. Participants completed two maps using the SaD tool and reported on their experiences through a questionnaire. The SaD tool was overall perceived positively by students. Furthermore, some individual differences among students proved to be important contributing factors to their experiences and subjective assessments of learning. When controlling for participants’ past experience with similar software, our results indicate that students highly familiar with navigating geographical software perceived the virtual environment of the tool to be significantly more realistic and easier to use compared to those with lower levels of familiarity. Our results are corroborated by a qualitative assessment of participants’ feedback to two open-ended questions, highlighting both the overall effectiveness of the SaD tool, and the effect of geographical software familiarity on measures of experience and learning.

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Section: Discussionsupporting

confidence: 91%

Section: A Place For Virtual and Immersive Technologies In Place-base...mentioning

confidence: 99%

Section: Procedural Limitationsmentioning

confidence: 99%

Section: Technical Limitationsmentioning

confidence: 99%

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Virtual strike and dip – Advancing inclusive and accessible field geology

Bursztyn

Sajjadi

Riegel

et al. 2021

Preprint

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“…Additionally, a developer log is available from https://sites.psu.edu/bartonmasters/ sad-strike-and-dip-links/ (last access: 29 January 2022) (Masters et al, 2020) and is maintained by Bart Masters. The data are available via FigShare at https://doi.org/10.6084/m9.figshare.19233372 (Bursztyn et al, 2022).…”

Section: -Strongly Agreementioning

confidence: 99%

Virtual strike and dip – advancing inclusive and accessible field geology

et al. 2022

Self Cite

View full text Add to dashboard Cite

Abstract. Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task of making it inclusive to all. Although a popular saying among geologists is “the best geologists see the most rocks”, field trips cost money, time, and are only accessible to those who are physically able to stay outside for extended periods. With the availability of 3D block diagrams, an onslaught of virtual learning environments is becoming increasingly viable. Strike and dip is at the core of any field geologist's education and career; learning and practicing these skills is fundamental to making geologic maps and understanding the regional geology of an area. In this paper, we present the Strike and Dip virtual tool (SaD) with the objective of teaching the principles of strike and dip for geologic mapping to introductory geology students. We embedded the SaD tool into an introductory geology course and recruited 147 students to participate in the study. Participants completed two maps using the SaD tool and reported on their experiences through a questionnaire. Students generally perceived the SaD tool positively. Furthermore, some individual differences among students proved to be important contributing factors to their experiences and subjective assessments of learning. When controlling for participants' past experience with similar software, our results indicate that students highly familiar with navigating geographical software perceived the virtual environment of the tool to be significantly more realistic and easier to use compared with those with lower levels of familiarity. Our results are corroborated by a qualitative assessment of participants' feedback to two open-ended questions, highlighting both the overall effectiveness of the SaD tool and the effect of geographical software familiarity on measures of experience and learning.

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