Minecraft Geology Field Camp: Results from an inclusive and surprisingly realistic field camp experience during the COVID-19 pandemic

Abstract:

We developed a virtual geology field camp (VGFC) experience using Minecraft, a popular multi-platform video game. The VGFC included assessments of student skill development in spatial awareness, subsurface projection of geologic structures, and teamwork. The customizable nature of Minecraft allowed the instructors to build 5 different geologic terrains, import realistic rock textures, and design outcrops with angled surfaces without previous experience in Minecraft. The multiplayer and interactive platform allowed a class of 25 students from 3 different universities to experience traditional lessons in field camp such as the ability roam freely in teams, measure strike and dip, and create a 2D base map and cross-section interpretations of 3D geologic relationships. Additionally, the virtual environment exposed the students to typically inaccessible opportunities such as drilling for oil using geophysical well logs or excavating for ore after building a vein model. To achieve a mixed-methods approach, a pre- and post-test was administered to quantitatively evaluate the development of geological skills and we collected qualitative observations to evaluate student engagement with course material and interactions with the Minecraft virtual environment. A first look at results suggests students had a high level of engagement and positive experiences relating to team-building, virtual mapping, and geological cognition. Test results show students’ surficial field mapping capabilities increased by 10-20% and that they felt they could devote more their energy on the mental task, as opposed to the physical task of traversing a field area. The Minecraft world, while limited (e.g. variable rock textures and micro-scale features), allowed for students to experience realistic outdoor field such as losing a group member while mapping in a thunderstorm and developing camaraderie with fellow classmates. Thus, a strength of the VGFC was a safe and accessible mechanism for students to conceptualize real hazards, challenges, and gratifications of field work while developing their geologic mapping skills in a virtual, engaging environment.