Digital Field Representations: Enhancing Accessibility and Technological Integration in High Arctic Geoscience Field Education

Field education remains a cornerstone of geoscience training, yet logistical, environmental, and accessibility challenges necessitate innovative approaches to complement traditional field-based learning. This study investigates the potential of digital field representations (DFRs), like digital photogrammetry dataset, drone-based imagery, geographic information systems, 3D globes, map layers, etc., as scalable and accessible tools for geoscience field education in virtual reality applications. These DFRs allow geoscience students and professionals to remotely explore geological sites with enhanced realism and interactivity, bridging the gap between traditional fieldwork and the growing demand for digital alternatives.   

A key outcome of this study was the framework for integrating DFRs in virtual field experiences within the VR Svalbard platform (https://vrsvalbard.com/). The resulting outputs demonstrated their adaptability for collaborative and asynchronous learning environments. While well-groomed virtual field guides have been analyzed in prior research, this study prioritizes practical workflows and accessibility, showcasing DFRs as flexible and scalable tools for digital geoscience field education.  

This study focused on evaluating the usability and adoption of DFRs using the technology acceptance model (TAM) in Arctic geoscience and geophysics courses conducted between 2021 and 2023 at the University Centre in Svalbard (UNIS). The results of student surveys, conducted before and after virtual and physical field expeditions in the high Arctic Archipelago of Svalbard, highlight the acceptability of these technologies, emphasizing their role in preparing learners for fieldwork and reinforcing concepts post-expedition.  

The findings reveal the transformative impact of digital technologies on modernizing field education. By addressing logistical and environmental barriers, DFRs extend opportunities to institutions with limited resources and empower students with disabilities or time constraints to participate in field-based learning. These tools enhance traditional field experiences by promoting inclusivity and allowing users to revisit geological sites for further analysis. This research aligns with initiatives such as Svalbox and iEarth, fostering collaboration and data integration to enrich geoscience education.  

This study is part of a four-year PhD project at the intersection of geoscience, technology, and pedagogy, conducted in collaboration with iEarth, focusing on advancing digital tools and methodologies to complement and elevate geoscience fieldwork.