Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp

Abstract. To mimic the 3D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in sandbox video game Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike dip, orienteering compass, matching landscape features topographic maps, tracing contacts within team structure typically employed camp. Open-source programs tutorials freely available online assisted constructing Minecraft worlds. Assignments were aligned to nine learning outcomes established for geology camps National Association Geology Teachers (NAGT). A pre-survey post-survey quantified students' subject matter as well perceptions towards learning. We also held feedback sessions conducted in-class, live observations classify reactions experiences during activities. Overwhelmingly, indicated they would have preferred an in-person yet considered assignments exciting, important, interesting, valuable. Regardless perceived barriers, scores on questions increased from pre- post-survey. Finally, illustrated how camp recreated comparable that experience (e.g., discussing career pathways, geological skills, fostering interpersonal relationships). Because this achieved curricular goals non-curricular was relatively easy construct, recommend usage courses future.