188-7 From Contour Lines to Craters: A Scaffolded Immersive Virtual Reality Lab Exercise for Teaching Topographic Maps to Non-Geoscience Majors

Session: Technology and tools for 3D visualization of field and lab data in teaching and research

Presenting Author:

Fredrick Magi

Authors:

Magi, Fredrick Fiyeboju¹, Petcovic, Heather L.², Yildirim, Aylin ³, Honer, Justin A⁴, Teal, Alexander ⁵

(1) Mallinson Institute for Science Education (MISE), Western Michigan University Department of Geology and Environmental Sciences, Kalamazoo, MI, , (2) Geological and Environmental Sciences, Western Michigan University, Kalamazoo, MI, , (3) Geological Sciences, Western Michigan University, Kalamazoo, Michigan, USA, (4) Geological Sciences, Western Michigan University, Kalamazoo, Michigan, USA, (5) University Library, Western Michigan University, Kalamazoo, Michigan, USA,

Abstract:

Students in introductory geoscience courses often struggle to translate 2D topographic maps into coherent 3D mental models of terrain.  In large-enrollment introductory courses, limited access to authentic field experiences and continued reliance on 2D maps and lecture-based instruction may hinder spatial reasoning, reduce engagement, and limit opportunities to build scientific literacy among non-majors. In this mixed-method study, we examined how a scaffolded, immersive virtual reality (IVR) lab exercise supported conceptual understanding of topographic map interpretation and triggered situational interest in geosciences among non-major students enrolled in two introductory geoscience courses.

In one 1.5-hour course laboratory session, students progressed through a layered instructional sequence consisting of an introductory presentation, 2D map and physical 3D model matching activity, and immersive navigation of the Mt. Etna 1809 crater using the open-source GEAVR platform through head-mounted displays. In the VR, students used placement, line, and topographic profile tools to mark locations, measure 2D/3D distances, and predict, then compare, slope profiles.

Data included pre- and post-VR usability surveys measuring students’ dispositions toward IVR in learning, pre- and post-Adapted Topographic Map Assessment (ATMA) measuring students' ability to interpret contour lines, elevation, slope, inter-visibility, and stream flow direction, and semi-structured student interviews on students' affective experience of learning topographic maps.

The ATMA demonstrated acceptable internal consistency, with a pretest KR-20 (Cronbach's α) of .717. Preliminary results from 38 students across three course sections (Fall 2025 and Spring 2026) show that students performed comparably at pretest and posttest, with  p-values, p = .600 and p = .627, respectively, in the Kruskal-Wallis test, supporting a pooled sample. Students' whole-class ATMA performance improved from 63% to 69%, with the largest gains on items requiring students to explain their reasoning. Students scored lower on a few line-of-sight items, a pattern being examined through the qualitative data. Students also rated the VR experience positively on the usability survey, with effectiveness (Mean = 3.91/5) and interest/enjoyment (Mean = 4.07/5) among the highest-rated subscales.

This study aims to provide empirically grounded evidence on the use of IVR as a 3D visualization tool for teaching topographic maps to non-geoscience majors as well as geoscience majors, and to offer instructional design insights for geoscience instructors on integrating immersive virtual field experiences into their classrooms.

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