In STEM education, field trips are often critical to learning. While they offer students in situ experiences, they can be cumbersome to arrange. Through a combination of 3D modeling and VR technology, virtual field trips can allow for deeply immersive, yet far more scalable, experiences. In this study, geoscience students experienced either a real or virtual site visit. We assessed the effectiveness of these two distinct yet comparable approaches. We will share both qualitative and quantitative assessment of students' lab performance and experience, as well as individual differences. Session participants will also be able to experience the VR lab.
