Integrating Virtual Reality Into a Structural Geology Curriculum: Two Longitudinal Case Studies of Blended Immersive Learning in Practice

This article concerns two 9‐week longitudinal case studies of the integration of an immersive blended‐learning structural geology curriculum at an Australian university. Immersive learning environments (ILEs) have the capacity to enhance learning outcomes in STEM through their inherent ability to represent 3D concepts and embed their users in real‐world scenarios. Virtual reality (VR) presents an opportunity for educators to complement students′ learning, particularly in disciplines such as geoscience that are dependent on spatial reasoning and experiential learning. However, there are significant challenges presented by the integration of ILEs into curriculum. This article evaluates the benefits and limitations of immersive blended learning through an in‐the‐wild exploration of instructor and student experiences. Overall, students were interested in learning through VR, enjoyed the experiences and improved their self‐efficacy. They preferred instructor‐led learning paradigms due to dynamic visualisations and engaged discussions. This article identifies several challenges that impacted integration and students′ learning and provides a list of recommended approaches for future curriculum integration.