2026/06/25 by Danielle Hinchcliffe, Luiza Figueiredo Passos · 1 voice
Computer Science · Environmental Science · Social Sciences · #Geography Education and Pedagogy #Species Distribution and Climate Change #Virtual Reality Applications and Impacts
paper · pdf · doi:10.47408/jldhe.vi40.1687
openalex publication_date 2026/06/25 · openalex created_date 2026/06/27 · openalex updated_date 2026/07/26
Virtual reality (VR) is transforming science education by offering immersive, interactive experiences that enhance engagement and understanding of complex biological and environmental systems. However, its benefits and limitations compared to traditional in-person learning remain underexplored. This study directly compares the effectiveness of in-person and VR fieldwork in developing practical graduate skills valued by wildlife conservation employers. Zoology and Wildlife Conservation BSc undergraduates completed a bird monitoring survey at a local nature reserve and then repeated the survey in a simulated VR environment (“Nature Lab”). Student performance and achievement of intended learning outcomes were comparable across both settings, although each emphasised different, relevant skillsets. Students reported that Nature Lab provided a more inclusive and accessible learning experience, reduced the carbon footprint of fieldwork activities, and supported acquisition of valuable technological skills. These findings highlight VR’s potential as a sustainable, complementary teaching tool adaptable to diverse programmes involving fieldwork.