Use of a Virtual Environment in the Geowall to Increase Student Confidence and Performance During Field Mapping: An Example from an Introductory-Level Field Class

Journal of Geoscience Education, Mar 2006 by Kelly, Michael M, Riggs, Nancy R

ABSTRACT

Geology students often have difficulty learning the baseline terrain-analysis skills required for success in introductory field geology. Students in the Introductory Field Methods class at Northern Arizona University are prepared, in part, for field-mapping experiences through exercises with stereo photographs and topographic maps. To improve spatial skills and enhance confidence, we added a computer-based virtual environment (VE) to this early training. Using the GeoWall, we developed a VE in which students navigate and transfer location information and geologic contacts from the VE to a paper topographic map. Following this exercise, students go into the field to produce a geologic map of the field area. Using a Wilcoxon rank sum test we examined scoring differences between the experimental group from 2003/2004 (n=27, Median = 80) and those in a control group from previous years without the visualization exercise (n=35, Median = 60). At an alpha level of 0.05 the mean ranks of the control and experimental groups are statistically different (z = 3.67). These results, together with student narratives and attitude surveys, suggest that the virtual environment had an effect on student mapping performance that is coupled with an increase in spatial survey knowledge and increased confidence in the field.

INTRODUCTION

Students in their first field class often seem bewildered by aspects of field techniques that eventually become second nature to most geologists. Concerns are often heard about self-location, translating scale (i.e., how to gauge distance on the ground from looking at a map), and how geology seen in the field in three dimensions can be reasonably represented on a map in two dimensions.

The GeoWall is visualization hardware that employs stereopsis (binocular vision) to enhance the understanding of spatial relationships between physical objects. It is used primarily in introductory-geology laboratory activities to illustrate the 3-dimensional nature of earth science data (see www.geowall.org). Students continuing in geosciences clearly need to begin to achieve comfort with thinking in three dimensions. One objective of this study, therefore, was to begin to test the application of the GeoWall technology to student learning through field experiences.

This paper describes the addition of a virtual environment (VE) visualization exercise in the GeoWall as a component of an established field exercise at Northern Arizona University. Our goal in adding this new component was to enhance student confidence in the field, which our empirical observations would suggest leads to more accuracy and efficiency. Assessment of performance and attitudes suggests that virtual-environment activities, such as that introduced in the course, are valuable to student learning when applied to field settings.

Virtual Environment - "A Virtual Environment (VE) is a synthetic, spatial (usually 3-dimensional) world seen from a first-person point of view" (Bowman et al., 2003, p. 82). VEs are often described as immersive (MacEachren et al., 1999) to some degree and generally allow for user navigation through the world. While VEs can be viewed on a range of displays from desktop computers to completely immersive "caves", the Geology Department at NAU uses a low-cost GeoWall for this purpose. The GeoWall is a computer-driven, two-source projection system that allows the display of stereo 3-dimensional data. This arrangement allows groups of students wearing clear polarized glasses to work together in groups around a large projection screen (Figure 1).

The visualization software program employed in this exercise is ROMA, which supports stereopsis and is compatible with the GeoWall. ROMA allows flight-like navigation of 1:1 scale representations of real terrains. Co-registered digital elevation maps and aerial photographs are combined within ROMA to create a land surface, with lighting and atmospheric effects added for increased realism. Markers and objects can be added as visual signposts or cues. Navigation of the VE is accomplished using a commonly available Logitech� Wingman wireless game controller, which allows natural mobility in all directions, and easy transfer of navigation duties between students.

TEST CLASS

Introduction to Field Methods (GLG240) is a sophomore-level field class at Northern Arizona University (NAU) required for Geology majors and Environmental Sciences/Applied Geology-emphasis majors. Students are taught basic field skills such as how to describe rocks, self locate on a topographic map, use a Brunton� compass, and map and interpret simple geologic structures. Prerequisites are Physical and Historical Geology. Overall, 60-75% of students take the prerequisite classes at NAU and 25-40% are transfer students from state community colleges or from out-of-state community colleges or universities.

Several different professors rotate through teaching GLG240, each with his/her own exercises and pedagogical styles. This report discusses a subset of these classes, all taught in the same style, with the same exercises and rubrics, by the same instructor. The overarching goal of the course is to provide experiences in the field that will give the student self-confidence in understanding and using the basic tools required to complete work- or thesis-related problems in field geology. The goal is met through a series of exercises that provide experiences in rock description, simple stratigraphic analysis, and basic mapping.