Desktop Virtual Reality (VR) & ispace for GIS education through interactive virtual learning environments

In this research, the authors present GIS instructional materials via a low-cost desktop Virtual Reality (dVR) framework and a high-fidelity, immersive CAVE-based technology named iSpace. While the affordable desktop Virtual-Reality framework lacks the high fidelity and immersion of CAVE (Computer Assisted Virtual Environment), it can be accessorized with additional devices (enhanced dVR) to enhance functionalities such as immersion, navigation, and presence. On the other hand, while CAVE systems can offer good immersion, navigation, and fidelity, they are expensive and space-consuming. In this paper, the authors have designed virtual environments for GIS instruction and implemented them using two modes: desktop virtual reality (VR) framework and a CAVE-based framework (iSpace). The authors use different modes of VR to serve as a medium GIS instruction and to facilitate delivering interactive learning materials for Geographic Information Systems (GIS). The proposed framework helps realize the ultimate goal of nurturing GIS/Geo-Informatics students with advanced geospatial skills while contributing to enhanced critical thinking and problem solving skills due to the interactive delivery of modules. The 'interactive' nature of the framework allows the transition from conventional methods that are passive and unidirectional to active learning through involvement driven by the event-response mechanism. As a result, GIS academic programs can give advanced state-of-the-art training to their students, thereby increasing their graduation rates, employability, and overall career success. This paper delineates some of the common examples employed in geospatial education and elaborates with visualizations how the proposed framework can be used for the generation of static and dynamic virtual environments. Finally, the results are discussed from the points of view of the desktop virtual reality mode as well as the iSpace mode. © 2016 American Society for Engineering Education. All rights reserved.