Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future

Abstract

Abstract. The advent of photorealistic, 3D computer models of cliff sections (virtual outcrops) has improved the immersive nature of virtual geological field trips. As the COVID-19 pandemic led to widespread national and international travel restrictions, virtual field trips (VFTs) became practical and essential substitutes for traditional field trips and accelerated the development of VFTs based on virtual outcrop data. This contribution explores two such VFTs delivered to a masters level Integrated Petroleum Geoscience course at the University of Aberdeen. These VFTs are based on traditional field trips that are normally run to the Spanish Pyrenees and Utah (USA). The paper summarizes the delivery mechanism for VFTs based on virtual outcrops and examines student perception, gauged primarily through questionnaires and learning outcomes. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student perception was very positive and comparable to satisfaction with the conventional trips. Staff feedback and student assessments suggest that the learning outcomes were satisfied and highlight the value of this method of teaching for students who are unable to attend the field trip and as an addition for those who can.

Benchmarking Different SfM-MVS Photogrammetric and iOS LiDAR Acquisition Methods for the Digital Preservation of a Short-Lived Excavation: A Case Study from an Area of Sinkhole Related Subsidence

“…Such models are also routinely employed within geo-heritage site documentation (e.g., [41,42]), as well as for the documentation of excavations (e.g., [30,43]). In recent years, geological surface reconstructions have also been leveraged as pedagogical tools to enhance contextual understanding and 3D thinking within the classroom [44][45][46][47], and to deliver virtual geological field trips to geoscience students, industry practitioners and the wider public (e.g., [48][49][50][51]). Applications of modern digital mapping have also been used to assist the inclusion of persons with disabilities in geoscience education and research (e.g., [52]).…”

Acknowledging the Intersectionality of Geoscientists With Disabilities to Enhance Diversity, Equity, Inclusion, and Accessibility

“…When conducting field work, Angela discussed the importance of having the resources and support to not only conduct, but also to revisit field activities safely. In her case, Angela discussed the integration and usability of tools and strategies such as 3D scans of outcrops (Bistacchi et al, 2022;Walter et al, 2022), virtual field courses (Whitmeyer and Dordevic, 2020;Pugsley et al, 2022;Horota et al, 2023), and cross-collaboration with field partners (Atchison et al, 2019;Gilley et al, 2015;Hendricks et al, 2017). Considering resources to assist with field-based accessibility allows for collaborative data collection, multiple representation of content materials and resources, and virtual engagement with the field sites which can be helpful in broadening participation for individuals that may not be able to physically access a field site (Gilley et al, 2015;Hendricks et al, 2017;Atchison et al, 2019;Mead et al, 2019;Stokes et al, 2019;Carabajal and Atchison, 2020;Houghton et al, 2020;Whitmeyer and Dordevic, 2020;Peace et al, 2021).…”

QuickAware: A Virtual reality tool for Quick Clay Landslide Hazard Awareness

“…VR offers a great opportunity to prepare a virtual eld trip in the domains of geography, geology, geomorphology, and astronomy without visiting the site, in a risk-free, cost-friendly, and time-saving manner. In geology, VR enables trainees and students to experience real life geological outcrops and get a comprehensive understanding of depositional environments or structural features, as shown in (Minocha 2014;Dinis et al 2017;Pugsley et al 2022). VR can also be used as a valuable resource for improving the teaching and learning process in geography (Bos et al 2022;Wright et al 2022).…”