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What inspired or motivated you to use this tool/resource?

Our use of virtual reality (VR) technology to support learning stems from innovative developments necessitated by the Covid-19 pandemic, and the resulting restrictions placed on travel, where the technology was used to explore international destinations. The good practice developed here, and success of the approach, was then developed into an application for internal funding from the ������ϲʹ������� Enterprise Development Fund, to allow continued exploration of ways to use VR to facilitate more inclusive fieldwork opportunities. We explored different software to help support the delivery of virtual tours and found ThingLink to be the most cost effective and easy to use. 

What was your aim in using this tool/resource? 

VR offers a complementary addition to fieldwork preparation (Bos et al., 2021) whereby the technology can aid the development of ‘critical analytical skills [through] the representation of people, places and landscapes’ and ‘can offer important opportunities for the development of unique practical employability skills which can be applied to the geovisualization of data and environments enhancing graduate career prospects’. 

Our aims in developing this initiative were to:

Our aims in developing this initiative were to:

• Provide an opportunity to develop new environments using resources developed by others. 
• Digitise existing fieldwork activities to build a repository of resources for current and future students.
• Explore how VR can also be used to further develop student skills and competencies.

How did the tool/resource impact your teaching?

The initiative has allowed us to explore the multitude of creative ways VR enables geography and environment students to develop their competencies, such as: 

• Spotting Opportunities – by embedding themselves within different environments and recognising regional challenges and opportunities to create value. Example: Viewing YouTube VR videos created by different content creators based on specific regions, to analyse ways in which spaces and places are portrayed. 
• Creativity – by exploring diverse ways of learning and resource development. Example: Students encouraged to be innovative and open-minded in their approach, the ways it can be used within the field, and in potential graduate employment. Discussions can be shared on the role of digital technology e.g., disruptive innovations such as VR, which have altered the way in which we can deliver fieldwork. 
• Sustainable Thinking – VR as a more carbon-sensitive alternative to fieldwork (see Schott, 2017). Example: The use of VR headsets generates discussion on carbon usage when travelling, ethical values, carbon offsetting, etc. 
• Coping with Uncertainty, Ambiguity and Risk – used prior to fieldtrips to help prepare students for new experiences, but specifically to manage risks when visiting new/high-risk areas. 
• Example: Helps students understand some of the remote locations that will be visited. Students can prepare risk assessments based on their observations, which will provide insight into risk management strategies. 
• Competence: Learning through Experience – Students should be encouraged to reflect on the material; content generation, and implications of distribution. This fosters critical discussion on the value of VR content to provide coverage of events (e.g., flooding) and the possible management strategies that follow.

How well did the tool/resource perform, would you recommend it?

We have generally had very positive feedback from staff and students, but there are a few important things to remember: 

• It’s not for everyone! It’s important to start small to see if it is viable and that there is interest within the department to take it forward. 
• The initiatives should complement current teaching, rather than conflict or disrupt current offerings. 
• You don’t have to re-invent the wheel – there are sources and material already out there especially within the field of geography. 
• Investment does not have to be costly or time-heavy, especially in the first instance, when you are exploring options and gauging interest – reach out and collaborate! 

How well was the tool/resource received by students?

This initiative was well supported by the School and the University’s Careers and Employability Department; students also supported the development of the project and their enjoyment in the experience developed as they gained confidence in their abilities. Students were encouraged to explore and find their own resources to view within VR (with guidance and oversight), which were then shared with others within the group, to collate a shared library of resources. 

“VR is a new way of learning and is making the virtual trip interactive and enjoyable. It's really fun!” (Third-year BSc Geography student) 

Share a ‘Top Tip’ for a colleague new to the tool/resource

• Small group sizes work well, in terms of logistics and managing the group. 
• Important to convey to students the benefits and allow time for structured reflection. 

How would you summarise the experience in 3 words?

Valuable learning opportunities

Recommended reading:

EDI and fieldwork – Cultivate project and More Inclusive Fieldwork – Dr Lynda Yorke 
Inclusion and accessibility in environmental science, and the use of virtual technologies to enhance learning 

References:

Bos, D., Miller, S. & Bull, E. 2022. Using virtual reality (VR) for teaching and learning in geography: Fieldwork, analytical skills, and employability. Journal of Geography in Higher Education,��46, pp. 479-488. DOI: 10.1080/03098265.2021.1901867. 
Schott, C. 2017. Virtual fieldtrips and climate change education for tourism students. Journal of Hospitality, Leisure, Sport & Tourism Education,��21, pp. 13-22. DOI: https://doi.org/10.1016/j.jhlste.2017.05.002.

Contact for more information:

Rebecca Jones: rebecca.jones@bangor.ac.uk

Richard Dallison: r.dallison@bangor.ac.uk