EGUsphere

Copernicus Publications

Göttingen, Germany

10.5194/egusphere-2025-2248

Digital Field Representations as a Holistic Approach to Experiential Learning in High Arctic Geoscience Field Education

Horota

Rafael Kenji

https://orcid.org/0000-0002-7756-8572

¹ ² Eide

Christian Haug

https://orcid.org/0000-0003-4949-9917

² Senger

Kim

https://orcid.org/0000-0001-5379-4658

¹ Jonassen

Marius Opsanger

³ ⁴ Kloet

Marie Annette Vander

² ⁵

Department of Arctic Geology, The University Centre in Svalbard, Longyearbyen, 9171 PO box 156, Norway

Department of Earth Science, University of Bergen, Bergen, 5020 Postboks 7803, Norway

Department of Arctic Geophysics, The University Centre in Svalbard, Longyearbyen, 9171 PO box 156, Norway

Department of Geophysics, University of Bergen, Bergen, 5020 Postboks 7803, Norway

Department of Education, University of Bergen, Bergen, 5020 Postboks 7807, Norway

30 05 2025

2025 1 26

2025

This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

This article is available from https://egusphere.copernicus.org/preprints/2025/egusphere-2025-2248/

The full text article is available as a PDF file from https://egusphere.copernicus.org/preprints/2025/egusphere-2025-2248/egusphere-2025-2248.pdf

Field-based education is a cornerstone of geoscience learning, offering students the opportunity to connect theoretical knowledge with real-world geological contexts. Yet, access to such experiences remains limited due to logistical, financial, environmental, and social barriers, especially in remote or extreme environments like the High Arctic. In response to these challenges, Virtual Field Experiences (VFEs) are emerging as promising tools to complement traditional fieldwork. In this study we investigate how VFEs contribute to experiential learning among students at the University Centre in Svalbard (UNIS) in Longyearbyen, Svalbard. Using a mixed-methods approach grounded in experiential learning theory and the Technology Acceptance Model, we surveyed 66 students who used VFEs as part of geoscience courses at UNIS before and after physical field excursions. Results reveal that students found VFEs particularly valuable for pre-field orientation, spatial awareness, and post-field reflection. Students reported improved readiness, deeper conceptual understanding, and enhanced engagement. The virtual representations enabled them to revisit complex sites, identify overlooked features, and consolidate observations made during fieldwork. Importantly, most participants did not see VFEs as a replacement for traditional fieldwork but recognized their role in making field learning more inclusive, repeatable, and accessible. We highlight how VFEs can reduce cognitive overload by familiarizing students with unfamiliar environments, thus helping to manage the “novelty space” often experienced during initial field exposure. Students expressed strong interest in broader applications of VFEs across courses and disciplines, particularly when enriched with interactivity and guided tasks. These findings suggest that digital field representations hold significant promise for expanding access to geoscience education and enhancing learning outcomes. Future research should explore co-design practices with students and educators to optimize VFEs for equity, sustainability, and pedagogical impact across diverse learning environments.