Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology

Jianfeng Li; Ka Wai Wu; Qiming Zhou

doi:10.1007/978-981-99-8418-3_8

Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology

Jianfeng Li^*
, Ka Wai Wu
, Qiming Zhou

^*Corresponding author for this work

Research output: Chapter in book/report/conference proceeding › Chapter › peer-review

1 Citation (Scopus)

Abstract

This chapter outlines how Virtual Reality (VR) technologies were used to enhance the field experience in undergraduate physical geography courses in a Hong Kong university. First, we examine the reason for incorporating VR technology in geography courses. Second, we draw on details of the Virtual Teaching and Learning Pedagogical Development (VTLPD) project implemented, including its aims, design, and implementation. The benefits of using VR technologies in the teaching and learning process of physical geography are discussed. Finally, suggestions for incorporating VR in physical geography courses are provided.

Original language	English
Title of host publication	Teaching with Technology in the Social Sciences
Editors	Benjamin Luke Moorhouse, Sandy S. C. Li, Sebastian Pahs
Place of Publication	Singapore
Publisher	Springer
Pages	81-87
Number of pages	7
Edition	1st
ISBN (Electronic)	9789819984183
ISBN (Print)	9789819984176
DOIs	https://doi.org/10.1007/978-981-99-8418-3_8
Publication status	Published - 2 Jan 2024

Publication series

Name	Springer Briefs in Education
ISSN (Print)	2211-1921
ISSN (Electronic)	2211-193X

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

User-Defined Keywords

COVID-19
Geography
Teaching and learning
Virtual reality

Access to Document

10.1007/978-981-99-8418-3_8

Cite this

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title = "Enhancing Students{\textquoteright} Field Experience in Physical Geography Courses Using Virtual Reality Technology",

abstract = "This chapter outlines how Virtual Reality (VR) technologies were used to enhance the field experience in undergraduate physical geography courses in a Hong Kong university. First, we examine the reason for incorporating VR technology in geography courses. Second, we draw on details of the Virtual Teaching and Learning Pedagogical Development (VTLPD) project implemented, including its aims, design, and implementation. The benefits of using VR technologies in the teaching and learning process of physical geography are discussed. Finally, suggestions for incorporating VR in physical geography courses are provided.",

keywords = "COVID-19, Geography, Teaching and learning, Virtual reality",

author = "Jianfeng Li and Wu, \{Ka Wai\} and Qiming Zhou",

note = "With the support of a Virtual Teaching and Learning Pedagogical Development (VTLPD) grant from the Faculty of Social Sciences at Hong Kong Baptist University (HKBU), we implemented VR technologies in two physical geography courses at different levels. One was a general education (GE) course for non-geography students (GTSU 2056 People and the Environment), and the other one was a major course for geography students (GEOG 4066 Seminar in Environmental Planning and Management). Both courses include field trips but for different pedagogical purposes. In the GE course, field trips are aimed to foster students{\textquoteright} experience of the natural environment, and nurture a positive attitude towards mother nature. The field works are usually conducted in accessible countryside, stations or infrastructures related to the physical environment in Hong Kong. In the major course, field trips are undertaken to train geography students{\textquoteright} field skills of data collection, field analysis, and field investigation. The field works are designed with more intensive field activities in less accessible areas. Students are required to conduct field observations together with analysis and present their study. During the pandemic, arranging field trips for the two courses was challenging. In this circumstance, VR techniques were employed for virtual field trips as an alternative to real field trips. Publisher Copyright: {\textcopyright} 2024, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.",

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doi = "10.1007/978-981-99-8418-3\_8",

language = "English",

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series = "Springer Briefs in Education",

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Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology. / Li, Jianfeng; Wu, Ka Wai; Zhou, Qiming.
Teaching with Technology in the Social Sciences. ed. / Benjamin Luke Moorhouse; Sandy S. C. Li; Sebastian Pahs. 1st. ed. Singapore: Springer, 2024. p. 81-87 (Springer Briefs in Education).

Research output: Chapter in book/report/conference proceeding › Chapter › peer-review

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N1 - With the support of a Virtual Teaching and Learning Pedagogical Development (VTLPD) grant from the Faculty of Social Sciences at Hong Kong Baptist University (HKBU), we implemented VR technologies in two physical geography courses at different levels. One was a general education (GE) course for non-geography students (GTSU 2056 People and the Environment), and the other one was a major course for geography students (GEOG 4066 Seminar in Environmental Planning and Management). Both courses include field trips but for different pedagogical purposes. In the GE course, field trips are aimed to foster students’ experience of the natural environment, and nurture a positive attitude towards mother nature. The field works are usually conducted in accessible countryside, stations or infrastructures related to the physical environment in Hong Kong. In the major course, field trips are undertaken to train geography students’ field skills of data collection, field analysis, and field investigation. The field works are designed with more intensive field activities in less accessible areas. Students are required to conduct field observations together with analysis and present their study. During the pandemic, arranging field trips for the two courses was challenging. In this circumstance, VR techniques were employed for virtual field trips as an alternative to real field trips. Publisher Copyright: © 2024, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

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N2 - This chapter outlines how Virtual Reality (VR) technologies were used to enhance the field experience in undergraduate physical geography courses in a Hong Kong university. First, we examine the reason for incorporating VR technology in geography courses. Second, we draw on details of the Virtual Teaching and Learning Pedagogical Development (VTLPD) project implemented, including its aims, design, and implementation. The benefits of using VR technologies in the teaching and learning process of physical geography are discussed. Finally, suggestions for incorporating VR in physical geography courses are provided.

AB - This chapter outlines how Virtual Reality (VR) technologies were used to enhance the field experience in undergraduate physical geography courses in a Hong Kong university. First, we examine the reason for incorporating VR technology in geography courses. Second, we draw on details of the Virtual Teaching and Learning Pedagogical Development (VTLPD) project implemented, including its aims, design, and implementation. The benefits of using VR technologies in the teaching and learning process of physical geography are discussed. Finally, suggestions for incorporating VR in physical geography courses are provided.

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Enhancing Students’ Field Experience in Physical Geography Courses Using Virtual Reality Technology

Abstract

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