Prototype at - http://www.see.leeds.ac.uk/virtual_worlds/demo/ Learning outcomes To become confident in plotting and interpreting data on a geological map. To understand the decision making skills involved in constructing a geological map in the field in the most time efficient manner. To practice constructing three-dimensional geological relations, including drawing cross sections.

1. Geological Mapping
In A Virtual World
Jacqui Houghton1, Annabeth Robinson2,
Clare Gordon1, Geoff Lloyd1 and Dan Morgan1.
1 University of Leeds, 2 Leeds College of Arts.

2. Geological Mapping in a Virtual World
 Update of a web-based mapping
project, from an original paper
exercise on the Moine thrust
geology of NW Scotland.
 Then we discovered Unity and
instead we created…
 A virtual field work environment
which allows training in, and
reinforcement of, mapping skills
in the class room.
 Project consists of three parts:
• Programming – Annabeth
• Geology – Jacqui, Geoff, Dan
• Cartography – Clare

3.  Virtual landscape populated with
137 ‘outcrops’ each with its own
‘notebook’ entry with information
on the rock characteristics.
 Students plot these on a real
field slip then decide, using the
information provided, which
outcrop to visit next, exercising
the same decision-making skills
as required in the field.
 Create a geological map, cross
sections and stratigraphic
column.
Geological Mapping in a Virtual World

4. Not a replacement for field work.
 Occupies a virtual space between
the class room and the field.
Learning outcomes
 To become confident in plotting
and interpreting data on a
geological map.
 To understand the decision
making skills involved in
constructing a geological map in
the field in the most time efficient
manner.
 To practice constructing three-
dimensional geological relations,
including drawing cross sections.
Geological Mapping in a Virtual World

5.  Current opening page

6.  Enter the field area close to the minibus
 Two minibuses can be used to ‘teleport’ between the hill
and the coast
 Walk pacing – enforces ‘thinking’ time and realism

7.  GPS (G) gives location for plotting on the map
 Compass (C) is useful as it is easy to lose sense of direction
 Sounds, sheep and the wind farm contextualise and add
realism

8.  Once close to the outcrop a click brings up the notebook
 Notebook: Details of the rock, fossils and structure
 Measurements then plotted on the field slip and used to
make decision where to go next

9.  Field slip

10.  Run in a two hour practical slot
as part of a maps course.
 About 50 second year students,
who had already been on the
mapping training field trip to
Assynt.
 Asked to do a northern transect,
produce a map and cross
section.
 Initial response was a lot more
enthusiastic than we expected
for the gaming generation!
 “I’m enjoying this way more than
is natural…”
The Test Run

11.  Students were more inclined to
plot readings directly on to their
map than in the field.
 Easier being at a desk and not
needing to record data in
notebook.
 “Outcrop capture” – get ’em on
the map fast; worry about the
geology later. A common field
problem.
 Easier and quicker to ask and
answer questions
 All felt it a good exercise to do
before mapping in the field
The Test Run

12. Future plans
 This version will be made freely
available on the Web.
 Full model integrated with
teaching at first and second
year level and a refresher at
masters level.
 Alternative assessment for the
mapping trip for students with
mitigating circumstances, with
actual hand specimens rather
than rock descriptions provided.
 Other virtual worlds:
 Engineering geology
 Ecology
 Environmental studies

13. Any questions…?
j.houghton@leeds.ac.uk Project Lead
annabeth.robinson@leeds-art.ac.uk Serious Game Design

14. Working with Unity

15. Working with Unity

16. Working with Unity

17. Working with Unity