The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration

Interviews with geothermal professionals have identified geothermal concepts (i.e. knowledge) and skill sets that entry-level geologists commonly lack when beginning a career in the geothermal energy sector. To help address these issues, an authentic and immersive 3D free-roaming videogame called ‘The GeoThermal World’ was designed and piloted in 2012 at the University of Canterbury to teach undergraduate students about geothermal fieldwork and resource exploration. An experiment was carried out to compare students’ learning experiences in a real fieldwork activity at Orakei Korako to learning experiences in the virtual setting of the videogame. Both settings were designed with the same outcomes in mind: to provide the students with a level of background knowledge and operating procedures to do basic geothermal fieldwork. Several datasets were collected to characterize the students learning and to allow us to compare their overall experiences and perceptions of the tasks in different settings. In both activities, we aimed to teach the students how to observe, characterize and record geologic information at a hot spring. Preliminary results indicate that both settings are successful at teaching geothermal concepts with some strengths and weaknesses identified in both. However, the settings seem to be complementary to one another. Hence, ideally, field teaching experiences as a part of the undergraduate geology curriculum could be supplemented by digital or virtual experiences. This may cut down on the time required to ‘skill-up’ new entry-level geologists who may be lacking geothermal-specific field knowledge and skills. Further development of ‘The GeoThermal World’ will allow us to refine the authenticity and create more complex virtual geothermal settings and challenges

Using role-play to improve students’ confidence and perceptions of communication in a simulated volcanic crisis

Traditional teaching of volcanic science typically emphasises scientific principles and tends to omit the key roles, responsibilities, protocols, and communication needs that accompany volcanic crises. This chapter provides a foundation in instructional communication, education, and risk and crisis communication research that identifies the need for authentic challenges in higher education to challenge learners and provide opportunities to practice crisis communication in real-time. We present an authentic, immersive role-play called the Volcanic Hazards Simulation that is an example of a teaching resource designed to match professional competencies. The role-play engages students in volcanic crisis concepts while simultaneously improving their confidence and perceptions of communicating science. During the role-play, students assume authentic roles and responsibilities of professionals and communicate through interdisciplinary team discussions, media releases, and press conferences. We characterised and measured the students’ confidence and perceptions of volcanic crisis communication using a mixed methods research design to determine if the role-play was effective at improving these qualities. Results showed that there was a statistically significant improvement in both communication confidence and perceptions of science communication. The exercise was most effective in transforming low-confidence and low-perception students, with some negative changes measured for our higher-learners. Additionally, students reported a comprehensive and diverse set of best practices but focussed primarily on the mechanics of science communication delivery. This curriculum is a successful example of how to improve students’ communication confidence and perceptions

The Communication and Risk Management of Volcanic Ballistic Hazards

Tourists, hikers, mountaineers, locals and volcanologists frequently visit and reside on and around active volcanoes, where ballistic projectiles are a lethal hazard. The projectiles of lava or solid rock, ranging from a few centimetres to several metres in diameter, are erupted with high kinetic, and sometimes thermal, energy. Impacts from projectiles are amongst the most frequent causes of fatal volcanic incidents and the cause of hundreds of thousands of dollars of damage to buildings, infrastructure and property worldwide. Despite this, the assessment of risk and communication of ballistic hazard has received surprisingly little study. Here, we review the research to date on ballistic distributions, impacts, hazard and risk assessments and maps, and methods of communicating and managing ballistic risk including how these change with a changing risk environment. The review suggests future improvements to the communication and management of ballistic hazard