From f93162e22deb23839a47c965976ec7181815ab27 Mon Sep 17 00:00:00 2001 From: Erik van Sebille Date: Tue, 13 Oct 2026 14:35:48 +0200 Subject: [PATCH] Adding Bhagat paper --- src/data/publications.ts | 9 +++++++++ 1 file changed, 9 insertions(+) diff --git a/src/data/publications.ts b/src/data/publications.ts index 89b9e86..a021617 100644 --- a/src/data/publications.ts +++ b/src/data/publications.ts @@ -10,4 +10,13 @@ export const VSPublications: Paper[] = [ abstract: 'Typical physical oceanography fieldwork involves boarding a research vessel and traveling to the open ocean for periods of up to several weeks. Such scientific research expeditions are expensive, time-consuming, logistically challenging, and therefore are not very accessible. We present design-based research about an alternative: a virtual fieldwork experience using the new VirtualShip Python package and accompanying lesson materials. Data are collected in two graduate courses using qualitative and quantitative methods, and include interviews, surveys, and grading rubrics to investigate students’ learning outcomes and learning experience. We find that the virtual fieldwork was highly engaging, and students report on enhanced self-efficacy and knowledge. We conclude that student involvement and learning were boosted by using the Virtual Ship Classroom as an authentic learning environment.', }, + { + title: + 'Authentic learning in marine science education using immersive 360˚ videos', + published_info: 'Journal of Geoscience Education, 1, 15', + authors: 'Bhagat, SR, EE Daniels, A Veldkamp (2026)', + doi: 'https://doi.org/10.1080/10899995.2026.2735793', + abstract: + 'Fieldwork is an essential part of marine sciences, yet student access to fieldwork and training is limited due to high costs, logistical challenges, and accessibility barriers. Traditional replacement exercises fail to capture the complexity and unpredictability of real-world research. To address this gap, immersive 360˚ videos were developed as part of an educational package to prepare students for working at sea by providing an authentic learning environment. The 360˚ videos and their educational potential are evaluated in terms of (1) student immersion and engagement, (2) learning outcomes, and (3) perceived quality and practicalities. A mixed-method approach combining quantitative surveys (n = 139), qualitative interviews (n = 13), and observational data was employed across two graduate-level oceanography courses. Results indicate high levels of immersion and engagement. Students reported a strong sense of presence and a clear understanding of life aboard a vessel. Students retained key information regarding instrument use and understood the possibilities and limitations of sea-based research. Students rated audiovisual and technology quality positively and although some technical difficulties occurred, they did not degrade general student satisfaction. Overall, the sessions with the 360˚ videos were feasible and well-received. These findings support the integration of 360˚ video technology into geoscience curricula as a scalable and engaging pedagogical tool, especially when real-world fieldwork is not feasible or as a preparatory exercise. This study also provides some practical guidelines and insights into integrating immersive virtual reality technologies.', + }, ]