TY - CONF

T1 - VR and Fieldwork: A Geography Perspective

AU - Jones, Rebecca

AU - Dallison, Richard

PY - 2023/6/21

Y1 - 2023/6/21

N2 - This is one of the many projects at Bangor University exploring virtual reality (VR), other examples include: ‘Working with Meta on Mixed Reality Ocean Worlds’ and ‘University’s X-ray students use virtual reality gaming to hone their skills’. This project is smaller in scale; a pilot study that examined how VR could be used to explore landscapes, locations and digital representations of places and people, to provide opportunities for inclusive fieldwork. Stemming from innovative developments necessitated by the Covid-19 pandemic and the resulting restrictions placed on travel, VR headsets were used to explore international destinations. The good practice developed, and success of the approach, was then developed into an internal application for funding (Bangor University Enterprise Development Fund) to continue to explore ways in which VR can be used to facilitate more inclusive fieldwork opportunities. VR headsets help provide fairer, more equal experiences for all; for example, visiting a glacier, which is not accessible for all, can be achieved via VR, allowing all to engage in the experience and subsequent discussion. Using the Entrecomp Framework (European Entrepreneurship Competence Framework), the use of VR allows geography students to develop their competencies in spotting opportunities, creativity, sustainable thinking, and coping with uncertainty, ambiguity and risk.

AB - This is one of the many projects at Bangor University exploring virtual reality (VR), other examples include: ‘Working with Meta on Mixed Reality Ocean Worlds’ and ‘University’s X-ray students use virtual reality gaming to hone their skills’. This project is smaller in scale; a pilot study that examined how VR could be used to explore landscapes, locations and digital representations of places and people, to provide opportunities for inclusive fieldwork. Stemming from innovative developments necessitated by the Covid-19 pandemic and the resulting restrictions placed on travel, VR headsets were used to explore international destinations. The good practice developed, and success of the approach, was then developed into an internal application for funding (Bangor University Enterprise Development Fund) to continue to explore ways in which VR can be used to facilitate more inclusive fieldwork opportunities. VR headsets help provide fairer, more equal experiences for all; for example, visiting a glacier, which is not accessible for all, can be achieved via VR, allowing all to engage in the experience and subsequent discussion. Using the Entrecomp Framework (European Entrepreneurship Competence Framework), the use of VR allows geography students to develop their competencies in spotting opportunities, creativity, sustainable thinking, and coping with uncertainty, ambiguity and risk.

M3 - Paper

T2 - The Welsh Collective Digital Learning and Teaching Enhancement Share and Learn Event: Immersive Learning in HE

Y2 - 21 June 2023 through 21 June 2023

ER -