Virtual Field Trips: Enhancing learning before, during, and post-fieldwork

Fieldwork is an essential component of geoscience education. However, challenges such as weather, safety concerns, logistical and accessibility problems can impact the overall experience. This study explores the use of Virtual Field Trips (VFTs) to enhance students’ learning experience before, during, and after fieldwork, and in some cases, replacing physical fieldwork. The research was conducted in the alpine region of Finse, Norway, a popular fieldwork destination for several geoscience courses at Norwegian universities.

The VFTs were created using drone-captured photospheres and Digital Outcrop Models, offering immersive simulations of the field environment. Data on the educational potential was collected from students and teaching staff who tried out the VFT outside of a course context. Pre-fieldwork questionnaires were used to gather student expectations, followed by interviews with the same group after some of them used the VFT in the field. The study makes use of the theory of Novelty Space to explore the potential of VFTs; by reducing student uncertainty in areas not related to fieldwork (cognitive, social, psychological and geographical), the students can focus on the educational elements of the fieldtrip.

The VFTs were seen as a potentially valuable tool for preparing for fieldwork by helping students visualize the site and identify areas of interest. VFTs were also considered useful for post-fieldwork activities, such as report preparation and presentations, and were recognized for enhancing inclusivity by providing virtual access to field sites for students who cannot participate in physical fieldwork.

In a field course, students expressed excitement about the upcoming fieldwork, describing it as "exciting" and "interesting," though many also reported feeling "nervous" and "stressed," particularly about missing other courses and the challenging conditions of the field location. Social aspects, such as working in groups with their classmates and establishing good working relationships with teachers, were a common concern. The VFT is particularly useful to address cognitive and geographical concerns prior to fieldwork, and afterwards, students who did not take appropriate photos, or record observations during the field trip, used the VFT post-fieldwork for their projects. Moreover, students who used the VFT as a substitute for fieldwork found that, despite not being physically present, they were able to engage in group discussions and contribute to report writing.

This research highlights the potential of VFTs to overcome barriers in geoscience fieldwork, enhancing accessibility and engagement. The positive feedback indicates that VFTs can enhance preparedness, serve as a supplement or substitute for fieldwork, and support post-fieldwork activities. Additionally, VFTs offer opportunities for knowledge exchange between institutions, enabling broader access to fieldwork experiences. Future work will refine VFT design and explore their use in diverse educational settings based on the users’ feedback.