Articles | Volume 76, issue 3
Geogr. Helv., 76, 369–380, 2021

Special issue: Special edition Social Geography: “Geographies of the future”...

Geogr. Helv., 76, 369–380, 2021

Standard article 12 Aug 2021

Standard article | 12 Aug 2021

Producing virtual reality (VR) field trips – a concept for a sense-based and mindful geographic education

Katharina Mohring and Nina Brendel

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Cited articles

Baecker, D.: Form und Formen der Kommunikation, suhrkamp taschenbuch wissenschaft, Frankfurt am Main, 2005. 
Bailenson, J.: How to create empathy in VR: available at: (last access: 19 February 2021), 2018. 
Bailenson, J. N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., and Jin, M.: The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context, J. Learn. Sci., 17, 102–141,, 2008. 
Banakou, D., Hanumanthu, P. D., and Slater, M.: Virtual Embodiment of White People in a Black Virtual Body Leads to a Sustained Reduction in Their Implicit Racial Bias, Front. Hum. Neurosci., 10, 601,, 2016. 
Beljan, J.: Resonante Weltbeziehungen, in: Kritische Lebenskunst, edited by: Gödde, G. and Zirfas, J., J.B. Metzler, Stuttgart, 433–439, 2018. 
Short summary
The paper discusses how virtual reality (VR) could make a difference to geographic education. A key argument is that virtual immersive environments were acquired affectively and emotionally by users. This should be considered for the processes of consuming, producing, and mediating geographic knowledge via and with VR. To discuss this a teaching and research project is presented in which students produced VR field trips based on empiric research in the cities of Vienna and Berlin.