Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp

Erika Rader,Natasha Wingerter,Renee Love,Tonia A Dousay,Darryl Reano

doi:10.5194/gc-4-475-2021

Abstract

Abstract. To mimic the 3D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox video game Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre-survey and post-survey quantified students' learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students' reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet they considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students' experiences in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.

Highlights

A critical component of most geoscience work is a thorough grasp of spatial concepts (e.g., Black, 2005; Liben and Titus, 2012; Orion et al, 1997)
Student assessment data indicates a mastery of traditional field camp skills and concepts in a virtual platform, in National Association of Geology Teachers (NAGT) learning outcomes (LOs) 2–4
We speculate that interpreting geophysical logs was a new concept for students, which was not taught in traditional geology core curriculum

Summary

Introduction

A critical component of most geoscience work is a thorough grasp of spatial concepts (e.g., Black, 2005; Liben and Titus, 2012; Orion et al, 1997). The capstone “field camp” course immerses students in landscapes with their classmates and has been considered the gold standard for producing field-ready geoscientists. Field studies serve as an essential component of scientific curriculum (Fleischner et al, 2017; Lambert and Reiss, 2014). Virtual and augmented realities allow educators to simulate spatial relationships in a scientific context What happens when programs suddenly lose access to such experiences as occurred because of the COVID-19 pandemic in the summer of 2020? Some virtual environments, including ours, were developed or augmented during the spring of 2020 (Parcell and Parcell, 2020; Bursztyn et al, 2021; Gregory et al, 2021; Whitmeyer and Dordevic, 2021).

Results

Discussion

Conclusion