Articles | Volume 8, issue 3
https://doi.org/10.5194/gc-8-197-2025
https://doi.org/10.5194/gc-8-197-2025
Research article
 | 
07 Aug 2025
Research article |  | 07 Aug 2025

Usability and motivational impact of a fast-paced immersive virtual-reality lecture on international middle-school students in geoscience education

Azim Zulhilmi, Yuichi S. Hayakawa, and Daniel R. Newman

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Interactive discussion

Status: closed

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on egusphere-2025-129', Liam Taylor, 03 Mar 2025
    • AC1: 'Reply on RC1', Azim Zulhilmi, 03 May 2025
  • RC2: 'Comment on egusphere-2025-129', Lynda Yorke, 21 Apr 2025
    • AC2: 'Reply on RC2', Azim Zulhilmi, 03 May 2025

Peer review completion

AR: Author's response | RR: Referee report | ED: Editor decision | EF: Editorial file upload
ED: Publish subject to minor revisions (further review by editor) (04 May 2025) by Jenna Sutherland
AR by Azim Zulhilmi on behalf of the Authors (06 May 2025)  Author's response   Author's tracked changes   Manuscript 
ED: Publish as is (07 May 2025) by Jenna Sutherland
ED: Publish as is (08 May 2025) by John K. Hillier (Executive editor)
AR by Azim Zulhilmi on behalf of the Authors (15 May 2025)
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Short summary
We conducted an immersive virtual reality (VR) lecture to teach geoscience topics to middle-school students at an international school in Japan. The lecture proved both engaging and motivational for the students, with its primary strength lying in its ability to captivate their attention and foster a sense of freedom. While the results suggest that VR has the potential to be integrated into the broader geoscience curricula, further refinement is necessary to maximize its effectiveness.
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