Innovations in virtual reality (VR) technology have led to exciting possibilities in teaching earth sciences, allowing students to experience complex geological sites that, due to cost and logistical reasons, they would not normally be able to experience. The need for high quality online digital learning resources and blended learning was brought to the forefront during the SARS-CoV-2 pandemic, as courses with a traditional physical field work component were forced to move online and provide alternatives to students. While it is unlikely that virtual field trips (VFT) would be accepted by students as a replacement of real-world fieldwork moving out of the pandemic, research shows promise that using IVR experiences can lead to enhanced learning outcomes in geosciences, warranting its inclusion on the curricula. This paper presents the outputs of a project to improve student learning in complex geological environments using VR. Here we outline a workflow that was developed to collect high resolution imagery using remote sensing to create digital outcrop models (DOM) of complex geological sites. Using this framework, this paper will then explore the use of VR for an investigation of the Husavik Triple Junction, a complex structural site in northern Iceland, explaining how the drone data was converted to a 3D DOM and demonstrating how VR can be used to simulate real world field mapping. Finally, we describe how these IVR activities have been integrated into taught modules at postgraduate level and discuss how the use of IVR experiences can complement existing geoscience curriculum design.

虚拟现实 (VR) 技术的创新为地球科学教学带来了令人兴奋的可能性，让学生能够体验由于成本和后勤原因通常无法体验的复杂地质遗址。在 SARS-CoV-2 大流行期间，对高质量在线数字学习资源和混合学习的需求被带到了最前沿，因为具有传统物理实地工作部分的课程被迫转移到网上并为学生提供替代方案。虽然虚拟实地考察 (VFT) 不太可能被学生接受以取代摆脱大流行的现实世界实地考察，但研究表明，使用 IVR 体验可以提高地球科学的学习成果，值得将其纳入课程。本文介绍了一个项目的成果，该项目旨在使用 VR 改善学生在复杂地质环境中的学习。在这里，我们概述了一个工作流程，该工作流程旨在使用遥感收集高分辨率图像，以创建复杂地质地点的数字露头模型 (DOM)。使用该框架，本文将探索使用 VR 对冰岛北部复杂结构遗址 Husavik Triple Junction 进行调查，解释无人机数据如何转换为 3D DOM，并演示如何使用 VR 进行模拟现实世界的场映射。最后，我们描述了如何将这些 IVR 活动整合到研究生阶段的教学模块中，并讨论如何利用 IVR 经验来补充现有的地球科学课程设计。