Geology students did a video game field trip during Covid.It shocked
For example, an area that was once a lake 330 million years ago is now full of fossil plants and animals. There are even ancient traces of rainfall, which are rarely preserved by nature. Some of these impressions are elongated in one direction and can be used to estimate wind speed. A student might find these rain marks, examine them with high resolution, and then write some knowledge about how to use rain marks to understand the conditions of the earth’s atmosphere at that time.
The students are involved, and the quality of their work is similar to the quality that the instructor saw in the previous field season. Genge said: “Two of the projects will be released soon.”
Normally, there will be a human coach to help you, but this is impossible in these single player worlds. Instead, a small flying robot follows the students around and guides them through geological wonders. Genge said: “I gave her a lively personality.” If students look clumsy, she will make fun of them, sometimes mentioning Chris Hemsworth.
Goals are serious, but after all this is a gaming platform, Genge and Sutton couldn’t help but throw some unexpected transfers. In the virtual version, an unstable cliff edge of the real Sardinia becomes a place where students escape into the sea, and then sharks chase them as they swim to nearby islands.
In the next version, Genge spent three weeks in the Scottish Highlands, driving around and shooting many drone shots, which he used to recreate the landscape around the village of Kinlochleven, another pre-pandemic wild travel destination. He made waterfalls and planted 30,000 trees (which may be unnecessary loyalty to reality) so that mid-worms were born on the mountain.His son Harry Made a buildingAvoid the said ges.
At this point, there is another development milestone: Sutton has completed the multiplayer version of the game. All students can exist in the same space as avatars, can communicate with their voices, point to things, measure the direction and type of rocks, and draw geological zones on the map. “It’s all different,” Genge said. “It suddenly became more real.”
As students traverse the area and fill out their geological maps as usual, the lecturer will check their progress. Genge said: “I can say that this is effective because the students behave like students.” Everyone has quad bikes, “So there are a certain number of cars going on instead of drawing.” A student Tell him to ask politely how to remove a quad bike from the tree. At the end of the day’s work, the students began to use Scottish digital technology for social activities.
In the classroom, a meteorite unit was added to the syllabus. Genge has been worried about how to maintain the appeal of these eight lectures in the pre-pandemic period: the department has only five meteorite samples among 30 students, which limits their personal hands-on opportunities.
Fortunately, virtual field trips provide an obvious solution. “In essence, we went on an eight-week space adventure,” Genge said.
After the introductory lecture on distinguishing meteorites from ordinary rocks, students were provided with quad bikes and told to look for meteorites hidden in the vast desert. Some of the fragments came from a meteor that exploded in the atmosphere and spread like cosmic shot projectiles. Can students find these related pieces and piece the puzzle together?
When they were engaged in detective work, a planet with a Saturn-like ring slowly rose above the horizon. Some more exploratory students wandered around and found an impact crater containing a damaged spacecraft. When they carefully studied the wreckage, a student asked why it had a turret. “Well, space is a dangerous place,” Gunn replied.