Mars Up Close: Unpacking University Students’ Experiences with a VR Module in Geology Education

Abstract

Virtual Reality (VR) has gained attention for its potential in enhancing learning, particularly in domains like geology that require spatial understanding. This paper investigates the role of VR in geology instruction, with a focus on a VR module showcasing the Mars Perseverance Rover’s sample collection process. Through a presurvey-treatment-postsurvey design involving 147 students, we found that the VR experience significantly improved students’ familiarity with and interest in the Mars2020 mission. The VR module also enhanced their knowledge about the Mars2020 robots. Contrary to expectations, cognitive load did not significantly affect outcome measures. Furthermore, students found the experience both enjoyable and calming. This research contributes to the intersection of Human-Computer Interaction (HCI) and education by underscoring the potential of VR in pedagogical contexts, emphasizing the need for user-centric design in creating immersive educational experiences.