The aim was to investigate the potential use and the student experiences of using virtual reality (Oculus Rift) devices for field trips. Though virtual reality fieldtrips have been used by a number of HE institutions for a number of reasons. • to give students the opportunity to prepare for a ‘real-life’ field trip (risk assessments, kit selection, project preparation etc.) • to allow students to reflect on a recent field trip • to provide an additional field trip experience without incurring extra costs for the student or institution • to improve accessibility to field work experiences • to allow distance learning students to participate in field work. Computer-based (virtual reality) field trips have in the past been perceived negatively by students, often due to a poor representation of reality. Currently these fieldtrips take place in 3D environments on a 2D computer screen. There has been an emphasis on enhancing the realism of these virtual fieldtrips. The recent release of the Oculus Rift, a relatively low-cost virtual-reality headset which tracks the user’s head movements, allowing users to ‘walk through’ a virtual landscape immersively, offers an opportunity to further improve the virtual reality field trip experience. Thirteen Environmental and Geographical Sciences student volunteers tested the Oculus Rift. The students used the Oculus Tuscany Demo software to work around a landscape. They spent between 10-30 minutes in the landscape. No students had used an Oculus Rift previously. After using the devices they feedback through a questionnaire they views on it's use from a learner's perspective.

1. Immersive technology devices and field work:
Oculus Rift
Aim: To investigate the potential use and the student experiences of using virtual reality (Oculus Rift) devices for field trips
Scott Turner1*, Naomi Holmes1 and Adel Gordon2
1School of Science and Technology 2Learning Technology *scott.turner@northampton.ac.uk
Introduction
Virtual reality fieldtrips have been used by a
number of HE institutions for a number of
reasons.
• to give students the opportunity to prepare for
a ‘real-life’ field trip (risk assessments, kit
selection, project preparation etc.)
• to allow students to reflect on a recent field trip
• to provide an additional field trip experience
without incurring extra costs for the student or
institution
• to improve accessibility to field work
experiences
• to allow distance learning students to
participate in field work.
Computer-based (virtual reality) field trips have
in the past been perceived negatively by
students, often due to a poor representation of
reality. Currently these fieldtrips take place in 3D
environments on a 2D computer screen. There
has been an emphasis on enhancing the realism
of these virtual fieldtrips.
The recent release of the Oculus Rift, a relatively
low-cost virtual-reality headset which tracks the
user’s head movements, allowing users to ‘walk
through’ a virtual landscape immersively, offers
an opportunity to further improve the virtual
reality field trip experience.
The Project
Thirteen Environmental and Geographical
Sciences student volunteers tested the Oculus
Rift. The students used the Oculus Tuscany
Demo software to work around a landscape.
They spent between 10-30 minutes in the
landscape. No students had used an Oculus Rift
previously.
The Oculus Rift kit and Tuscany Demo
Students using the Oculus Rift
Once they had finished using the Oculus Rift the
students completed a questionnaire about their
experience of using the Oculus Rift, whether they
thought the technology was useful for field trips,
and how else they think it might be used to
support their learning.
Results
A selection of results are presented below.
Q: Would you want to see this technology used in your
degree programme?
Q: Did you experience any problems while using this
technology?
Q: What other uses could this technology have for a
student studying for a Biology, Environmental Science or
Geography degree?
Conclusion
The students all saw the Virtual Reality as
beneficial only if used alongside or in addition to
actual field trip experiences. Nausea/motion
sickness was a common problem of using the
devices.
Acknowledgements
We would like to thank the University of Northampton
Innovation Fund for awarding funding to this project.
Potential use Yes No Maybe
To prepare for real field tips 13 0 0
To replace real field trips 0 13 0
To review/reflect on field trips 10 0 3
Motion sickness/dizzy/nausea
Sore eyes
Disorientating
Studying plant structure
Investigating past environments
Physiology and human anatomy
Cell structure
Investigating other landscapes