virtual field
Recently Published Documents


TOTAL DOCUMENTS

322
(FIVE YEARS 136)

H-INDEX

15
(FIVE YEARS 5)

2022 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Valeria V. Martinez ◽  
Laura F. Serpa

Abstract. In this paper we discuss the use of three-dimensional (3-D) imagery and virtual field trips to teach pre-university and non-major university geoscience courses. In particular, 3-D PDF (Portable Document Format) files can be used to either prepare students for or completely replace a field trip when logistical problems make the actual trip too difficult to be effective or when some students need an alternative accommodation. Three-dimensional images can replace or supplement classroom activities, such as the identification of rocks and minerals from hand samples or the identification of geologic structures from 2-D photographs and limited field observations. Students can also become involved in data collection and processing to further their understanding of photogrammetry and visualization. The use of 3-D imagery can make additional time available to instructors to cover more advanced topics and teach students more about the role of science in geologic research. We use an example from Cristo Rey, New Mexico, where dinosaur footprints and tracks are present but difficult to see in many cases, and they are often in places that are hard to access for many people. At this site, approximately 10 000 photographs were collected and processed as 3-D images to show one approximately 72 m2 area of known footprints. However, we also conducted some very simple digital manipulations of the images that allowed us to identify new footprints and tracks that were not apparent when viewed in the field. The photographs and 3-D images have been donated to the Insights El Paso Science Center (denoted Insights Museum herein) that owns the fossil site, and they are now being used to develop educational materials and lessons for the nearby communities.


2021 ◽  
pp. 073563312110629
Author(s):  
Jiayan Zhao ◽  
Jan Oliver Wallgrün ◽  
Pejman Sajjadi ◽  
Peter LaFemina ◽  
Kenneth Y. T. Lim ◽  
...  

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.


Solid Earth ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 2803-2820
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.


Author(s):  
Z. Uçar ◽  
A. E. Akay

Abstract. Distance education has been offered for years, but the integration of technological developments and opportunities into education has recently increased its popularity and event it became an indispensable method during the Covid-19 pandemic period. In distance education, accessing all class materials such as lecture presentations, class notes, reading materials, videos, live chats or class hours, and archive records allow students (participants) to learn without being in the same environments with teachers or learners. Technology has made vast contributions to the field of education. For instance, 3D as a teaching tool for the class attracts students’ attention, makes the learning process more enjoyable, and increases participation. In particular, for the disciplines, such as forestry, earth, and environmental sciences, which require laboratory exercises, field observation, field trips, and in-situ measurements, 3D modeling has provided many benefits in distance education. It enables 3D demonstration of the individual tree species to develop a virtual field laboratory. This study focused on the data sources and techniques to generate a 3D model of the individual tree species that forestry students used for distance education. The capabilities of the method in the generation of 3D models were evaluated by using UAV-based SfM photogrammetry. The results indicated that implementing 3D images of individual tree species can be a promising method that may increase the interest, interaction and satisfaction of the students in distance education in forestry.


2021 ◽  
Vol 1 (2) ◽  
pp. 15-23
Author(s):  
Rayisha Rana ◽  
◽  
Kusum Rana ◽  
Gunjan Chhabra ◽  
◽  
...  

India has always been on the top spot in terms of tourism and has attracted domestic and foreign tourists throughout the year. India is the land of farmers, has a rich and diverse culture and is best known for its hospitality. Tourism has become a source of income for many people, therefore it’s time to connect tourism along with agriculture to enhance the income of Indian farmers. Indian farmers generally face a lot of issues related to their income; hence numerous suicide cases have been registered in the past. The objective of this research paper is to provide a solution for the farmers by introducing Agri- tourism Technology Park. Agri-tourism offers the domestic and foreign tourists an opportunity to connect with the heritage, providing a hands-on-experience, showcasing the rich biodiversity, local food products, handicrafts and culture. On the other hand, the amalgamation of technology can provide smooth and secure tourism experience for the visitors. This Park includes an agricultural patch of about 5 acres, earmarked to cater the needs of Rabi and Kharif crops. Latest agricultural crop growing techniques like vertical farming using 70% less water than traditional farming. Hydroponic system for demonstrating these techniques to Agri- tech park visitors to acquaint them with futuristic farming operations. Aquaponic solar greenhouse will be established for growing vegetables and medicinal plants. A space of about 1 acre shall be delineated for a cattle farm that would be used to rear different breeds of cows like Sahiwal and Hariana and buffalo breeds like Murrah and Nili Ravi. Internet of Things (IoT) and Artificial Intelligence techniques will be employed for monitoring cattle feed, nutrition and milk processing and general well-being of animals. Re – circulatory Aqua culture system will be used for high density stocking of fish in a smaller space. Interactive virtual field trips and activities will be offered in a variety of themes that would give information on the importance of plants, various cropping techniques, role of insects and the feeding and living pattern of animals, fish bees etc. The establishment of an Agri-tourism technology park at Amritsar district of Punjab has been planned with a focus on the sustainable development of human environment in and around the region.


Author(s):  
Rayisha Rana ◽  
◽  
Kusum Rana ◽  
Gunjan Chhabra ◽  
◽  
...  

India has always been on the top spot in terms of tourism and has attracted domestic and foreign tourists throughout the year. India is the land of farmers, has a rich and diverse culture and is best known for its hospitality. Tourism has become a source of income for many people, therefore it’s time to connect tourism along with agriculture to enhance the income of Indian farmers. Indian farmers generally face a lot of issues related to their income; hence numerous suicide cases have been registered in the past. The objective of this research paper is to provide a solution for the farmers by introducing Agri- tourism Technology Park. Agri-tourism offers the domestic and foreign tourists an opportunity to connect with the heritage, providing a hands-on-experience, showcasing the rich biodiversity, local food products, handicrafts and culture. On the other hand, the amalgamation of technology can provide smooth and secure tourism experience for the visitors. This Park includes an agricultural patch of about 5 acres, earmarked to cater the needs of Rabi and Kharif crops. Latest agricultural crop growing techniques like vertical farming using 70% less water than traditional farming. Hydroponic system for demonstrating these techniques to Agri- tech park visitors to acquaint them with futuristic farming operations. Aquaponic solar greenhouse will be established for growing vegetables and medicinal plants. A space of about 1 acre shall be delineated for a cattle farm that would be used to rear different breeds of cows like Sahiwal and Hariana and buffalo breeds like Murrah and Nili Ravi. Internet of Things (IoT) and Artificial Intelligence techniques will be employed for monitoring cattle feed, nutrition and milk processing and general well-being of animals. Re – circulatory Aqua culture system will be used for high density stocking of fish in a smaller space. Interactive virtual field trips and activities will be offered in a variety of themes that would give information on the importance of plants, various cropping techniques, role of insects and the feeding and living pattern of animals, fish bees etc. The establishment of an Agri-tourism technology park at Amritsar district of Punjab has been planned with a focus on the sustainable development of human environment in and around the region.


2021 ◽  
Vol 4 (4) ◽  
pp. 475-492
Author(s):  
Erika Rader ◽  
Renee Love ◽  
Darryl Reano ◽  
Tonia A. Dousay ◽  
Natasha Wingerter

Abstract. To mimic the 3D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox video game Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre-survey and post-survey quantified students' learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students' reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet they considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students' experiences in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.


2021 ◽  
Author(s):  
Clare E. Bond ◽  
Jessica H. Pugsley ◽  
Lauren Kedar ◽  
Sarah R. Ledingham ◽  
Marianna Z. Skupinska ◽  
...  

Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.


Sign in / Sign up

Export Citation Format

Share Document