Abstract
Geoscience higher education is increasingly adopting extended reality (XR) experiences, notably virtual field trips, to overcome challenges in integrating fieldwork into courses. However, emphasizing XR technology highlights shortcomings in physical field trip experiences for meaningful learning, raising concerns about student access. To address these issues, a prototype desktop virtual field experience was developed using the Meaningful Online Learning (MOL) framework. The design was tested in a large introductory geology course using a case study approach. Subsequent feedback informed improvements and the design was re-tested for the same course during a different semester. Results illustrate the importance of involving students in defining meaningful learning in an experience and hold implications for using the MOL framework early in the design process.
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