Preprints
https://doi.org/10.5194/egusphere-2025-129
https://doi.org/10.5194/egusphere-2025-129
28 Jan 2025
 | 28 Jan 2025
Status: this preprint is open for discussion and under review for Geoscience Communication (GC).

Usability and motivational impact of a fast-paced immersive virtual reality lecture on international middle school students in geoscience education

Azim Zulhilmi, Yuichi S. Hayakawa, and Daniel R. Newman

Abstract. Immersive Virtual Reality (VR) offers educators an innovative tool to teach geoscience, addressing challenges in conveying the Earth’s 3D characteristics traditionally taught through field visits and experiences that are often inaccessible to many due to socioeconomic, political, and logistical barriers. VR provides an alternative experience, allowing users to virtually explore geological sites beyond physical and situational constraints. Despite its potential, the implementation of geoscience-focused VR lectures remains largely unexplored. As a pioneering case study, this research investigates the usability and motivational impact of VR by developing a fast-paced virtual reality lecture on landslides for middle school students. Approximately 60 students from diverse cultural and educational backgrounds participated. Results revealed that the VR lecture was usable, with key strengths in its ability to engage students and deliver satisfaction. Compared to traditional teaching methods (lecture and hands-on), VR excelled in fostering interest, enjoyment, and perceived choice. This study provides valuable insights into the practical implementation of VR in geoscience education, demonstrating its potential to make geoscience topics more accessible and engaging for diverse student groups. Future research should explore strategies to address usability challenges and enhance the motivational attributes of VR, paving the way for its broader adoption in geoscience educational settings.

Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this preprint. The responsibility to include appropriate place names lies with the authors.
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Azim Zulhilmi, Yuichi S. Hayakawa, and Daniel R. Newman

Status: open (until 25 Mar 2025)

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Azim Zulhilmi, Yuichi S. Hayakawa, and Daniel R. Newman
Azim Zulhilmi, Yuichi S. Hayakawa, and Daniel R. Newman

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Short summary
We conducted an immersive virtual reality (VR) lecture to teach geoscience topics to middle school students at an international school in Japan. The lecture proved both engaging and motivational for the students, with its primary strength lying in its ability to captivate their attention and foster a sense of freedom. While the results suggest that VR has the potential to be integrated into the broader geoscience curricula, further refinement is necessary to maximize its effectiveness.
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