Student Evaluations of Using Virtual Reality to Investigate Natural Hazard Field Sites

Autor/inn/en	Wright, Paul N.; Whitworth, Malcolm; Tibaldi, Alessandro; Bonali, Fabio; Nomikou, Paraskevi; Antoniou, Vavara; Vitello, Fabio; Becciani, Ugo; Krokos, Mel; Van Wyk de Vries, Benjamin
Titel	Student Evaluations of Using Virtual Reality to Investigate Natural Hazard Field Sites
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 2, S.311-329 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Paul N.) ORCID (Whitworth, Malcolm) ORCID (Tibaldi, Alessandro) ORCID (Bonali, Fabio) ORCID (Nomikou, Paraskevi) ORCID (Antoniou, Vavara) ORCID (Vitello, Fabio) ORCID (Becciani, Ugo) ORCID (Krokos, Mel) ORCID (Van Wyk de Vries, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2022.2045573
Schlagwörter	Student Attitudes; Computer Simulation; Hazardous Materials; Field Experience Programs; Student Experience; Earth Science; Computer Attitudes; Video Games; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Computergrafik; Computersimulation; Hazardous substance; Gefahrstoff; Praxisnahes Lernen; Studienerfahrung; Earth sciences; Geowissenschaften; Video game; Videospiel; Videospiele; Collegestudent
Abstract	At a time when traditional fieldwork is coming under pressure, be it from shrinking budgets, reducing carbon footprints, increased concerns for personal safety or the desire to make field skills accessible to all, how do we ensure that the key skills of observation, data collection and landscape analysis can still be developed in our students? This paper evaluates the experiences of students using immersive virtual reality (VR) to interrogate highly accurate georeferenced landscape models, made from data collected by Unmanned Aerial Vehicles, through the medium of Q methodology. It finds that there appears to be an association between prior engagement and expertise with IT and gaming technologies, such that those who declare some degree of prowess engage with and embrace the opportunities of using VR. This suggests that to allow more students to adopt positive approaches to learning in this manner, educators need to worry less about ever complex and realistic models, and invest more into positive prior experiences of using technology. Moreover, an important voice in the narrative around the physical nature of "being in the field" and social interaction with peers and tutors questions an approach that is still a relatively solitary experience. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01