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

Cited articles

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Alene, G. H., Depina, I., Thakur, V., Perkis, A., and Bruland, O.: QuickAware: A virtual reality tool for quick clay landslide hazard awareness, Nat. Hazards, 120, 1869–1898, https://doi.org/10.1007/s11069-023-06274-6, 2024. 
Bagher, M. M., Sajjadi, P., Carr, J., La Femina, P., and Klippel, A.: Fostering penetrative thinking in geosciences through immersive experiences: a case study in visualizing earthquake locations in 3D, in: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), 132–139, https://doi.org/10.23919/iLRN47897.2020.9155123, 2020. 
Brooke, J.: SUS: A “Quick and Dirty” Usability Scale, in: Usability Evaluation In Industry, CRC Press, ISBN 9780429157011, 1996. 
Carbonell-Carrera, C., Saorin, J. L., and Melián Díaz, D.: User VR Experience and Motivation Study in an Immersive 3D Geovisualization Environment Using a Game Engine for Landscape Design Teaching, Land, 10, 492, https://doi.org/10.3390/land10050492, 2021. 
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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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