Virtual reality as a spatial prompt in geography learning and teaching

Abstract

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.

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

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Valuing the archive for research and learning and teaching in geography

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Capacidad de las TIC para virtualizar el trabajo de campo teoría y práctica desde la geografía

“…El futuro de la educación superior en general y, en particular de la enseñanza de la Geografía, pasa cada vez más y sin paliativos por el uso de la tecnología en todos los ámbitos, incluido las salidas de campo (Makransky & Mayer, 2022;Mercer et al, 2022;Roelofsen & Carter-White, 2022)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, por lo que se hace necesario explotar su potencial para enriquecer las oportunidades de aprendizaje del alumnado.…”