VR can replicate fieldwork in the physical sciences but loses embodied presence in Geography, and Geography teachers need discipline-specific capabilities in GIS, remote sensing and UAVs¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? VR fieldwork replication in Geography loses the embodied presence of being in a complex natural environment and team-based problem-solving. → Louise Starkey 2023 q2 i? Geography teachers need discipline-specific digital capabilities in GIS, remote sensing software and UAVs, increasingly considered fundamental skill sets of the discipline. → Louise Starkey 2023 (2)

Evidence¶

Louise Starkey 2023¶

Louise Starkey, Anne Yates, Mairead de Roiste, Karsten Lundqvist, Adreanne Ormond, John Randal, Allan Sylvester. (2023). Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10196-2

q2 · i? · qualitative · r2

Cross-case discussion of virtual fieldwork: the authors state VR replication in Geography "loses the embodied presence" of complex natural environments and team-based problem-solving; an interpretive claim with no measured outcomes.

"Virtual reality (VR) can be used to replicate field work in the physical sciences, but with Geography, it loses the embodied presence of being in a complex natural environment and team-based, problem-solving."

Louise Starkey 2023 (2)¶

Louise Starkey, Anne Yates, Mairead de Roiste, Karsten Lundqvist, Adreanne Ormond, John Randal, Allan Sylvester. (2023). Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10196-2

q2 · i? · qualitative · r2

The Geography case study's teacher-capabilities section states that Geography teachers, primarily in Physical Geography and GIS, need capabilities in "discipline spe- cific applications such as GIS, Remote Sensing software, and UAVs"; a stated need, not a tested result.

"Higher Education Geography teachers primarily within Physical Geography and GIS need capabilities in discipline spe- cific applications such as GIS, Remote Sensing software, and UAVs, which are increas- ingly considered fundamental skill sets of the discipline."

Discussion¶

Related Claims¶

• The review reports that real-world experiential simulations offer affordances beyond virtual-only formats, including heightened presence through embodiment, place, and face-to-face social immersion — possibly the same claim (merge candidate)
• In shared VR, teacher-learners showed a recurring multimodal sequence of discussion before embodied action on virtual objects — related
• High-immersion VR produced a significantly higher sense of presence than video instruction, with a large effect size — reports the opposite
• Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen — reports the opposite
• A 2024 vendor white paper cites research that avatars provide social presence and that realistic avatars in intelligent tutoring systems can increase student-tutor engagement — related