This case study compares student learning in desert geomorphology through virtual materials versus direct field experience. Virtual materials included images, maps, simulations and guided tasks.
In-field students reported stronger spatial understanding and sense of place. Virtual learners, however, achieved comparable results on some knowledge-based tasks. The study suggests blended approaches can widen access while retaining core field benefits.
Key findings:
- direct fieldwork supported deeper spatial reasoning and contextual understanding,
- virtual materials were effective for introducing concepts and preparing students, and
- a blended model offered a pragmatic balance between access, cost and learning quality.
The work has informed later guidance on virtual and remote fieldwork, particularly for sites that are difficult or expensive to visit.
