Virtual Exploration of Earth's Evolution

Ariel D Anbar1, Geoffrey Bruce2, Steven Semken3, Roger E Summons4, Sanlyn Buxner5, Lev Horodyskyj6, Benjamin Kotrc4, Jessica L Swann7, Sheri Klug Boonstra8 and Carol Oliver9, (1)Arizona State University, Department of Chemistry, Tempe, AZ, United States, (2)Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, United States, (3)Arizona State University, School of Earth and Space Exploration, Tempe, United States, (4)Massachusetts Institute of Technology, Cambridge, MA, United States, (5)Planetary Science Institute Tucson, Tucson, United States, (6)Arizona State University, Center for Education Through eXploration, School of Earth and Space Exploration, Tempe, AZ, United States, (7)Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, AZ, United States, (8)Mars Space Flight Facility, ASU School of Earth and Space Exploration, Tempe, AZ, United States, (9)University of New South Wales, Australian Centre for Astrobiology, Sydney, Austria
Abstract:
Traditional introductory STEM courses often reinforce misconceptions because the large scale of many classes forces a structured, lecture-centric model of teaching that emphasizes delivery of facts rather than exploration, inquiry, and scientific reasoning. This problem is especially acute in teaching about the co-evolution of Earth and life, where classroom learning and textbook teaching are far removed from the immersive and affective aspects of field-based science, and where the challenges of taking large numbers of students into the field make it difficult to expose them to the complex context of the geologic record.

We are exploring the potential of digital technologies and online delivery to address this challenge, using immersive and engaging virtual environments that are more like games than like lectures, grounded in active learning, and deliverable at scale via the internet. The goal is to invert the traditional lecture-centric paradigm by placing lectures at the periphery and inquiry-driven, integrative virtual investigations at the center, and to do so at scale.

To this end, we are applying a technology platform we devised, supported by NASA and the NSF, that integrates a variety of digital media in a format that we call an immersive virtual field trip (iVFT). In iVFTs, students engage directly with virtual representations of real field sites, with which they interact non-linearly at a variety of scales via game-like exploration while guided by an adaptive tutoring system. This platform has already been used to develop pilot iVFTs useful in teaching anthropology, archeology, ecology, and geoscience.

With support the Howard Hughes Medical Institute, we are now developing and evaluating a coherent suite of ~ 12 iVFTs that span the sweep of life’s history on Earth, from the 3.8 Ga metasediments of West Greenland to ancient hominid sites in East Africa. These iVFTs will teach fundamental principles of geology and practices of scientific inquiry, and expose students to the evidence from which evolutionary and paleoenvironmental inferences are derived. In addition to making these iVFT available to the geoscience community for EPO, we will evaluate the comparative effectiveness of iVFT and traditional lecture and lab approaches to achieving geoscience learning objectives.

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