Virtual reality for geospatial education: immersive technologies enhance sense of embodiment

ABSTRACT

This article focuses on the role of embodiment in learning spatial phenomena in virtual reality in the context of geospatial education. We conducted an empirical study on the geovisualization of global earthquake locations in immersive VR and desktop VR. We asked students to visualize cross-sections of the geometry of earthquake locations in subduction zones and answer pre- and post-experience questions. The degree of the sense of embodiment in immersive VR versus desktop VR was researched. We defined the sense of embodiment based on two embodied affordances: (1) embodied relative reference frame and (2) bodily engagement. We found that immersive VR has a significantly higher sense of embodiment than desktop VR. Additionally, students showed a significantly higher level of reflective thinking in immersive VR. In terms of learning performance, students significantly gained knowledge in both conditions when comparing their pre- and post-knowledge. However, we could not find any significant difference between immersive and desktop VR. The lower level of embodiment in desktop VR seemed sufficient to improve students’ grades. These results encourage more research studies on the effect of the sense of embodiment on learning in the geospatial and earth sciences.

KEYWORDS:

• Virtual reality
• penetrative thinking
• 3D visualization
• embodiment
• user experience
• human computer interaction (HCI)
• geospatial learning

Acknowledgment

This work was supported through a Penn State Strategic Planning award.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Raw data were generated at Center for Immersive Experiences at the Pennsylvania State University. Derived data supporting the findings of this study are available at https://doi.org/10.6084/m9.figshare.19170194.v1.

Notes

1. For more information on bodily engagement, please refer to our previous article (M. Bagher et al., 2021).

Additional information

Funding

The work was supported by the Penn State Strategic Planning award [1685_TE_Cycle2].