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. To mimic the 3D geospatial components of geologic mapping usuallyspotlighted by field camp, we developed a virtual course based in thesandbox video game Minecraft. Paired with audio/video conferencing and realdata, students practiced measuring strike and dip, orienteering with acompass, matching landscape features with topographic maps, and tracinggeologic contacts within the team structure typically employed in fieldcamp. Open-source programs and tutorials freely available online assistedwith constructing the Minecraft worlds. Assignments were aligned to the ninelearning outcomes established for geology field camps by the NationalAssociation of Geology Teachers (NAGT). A pre-survey and post-survey quantifiedstudents' learning of the subject matter as well as perceptions towardsMinecraft and online learning. We also held feedback sessions and conductedin-class, live observations to classify students' reactions and experiencesduring virtual activities. Overwhelmingly, students indicated they wouldhave preferred an in-person field camp, yet they considered the Minecraftassignments exciting, important, interesting, and valuable. Regardless ofperceived barriers, scores on subject matter questions increased from thepre- to the post-survey. Finally, observations illustrated how students'experiences in a virtual field camp recreated comparable components thatstudents experience during an in-person field camp (e.g., studentsdiscussing career pathways, geological skills, and fostering interpersonalrelationships). Because this virtual course achieved the curricular goals aswell as the non-curricular goals and was relatively easy to construct, werecommend the usage of Minecraft for virtual geology courses in the future.

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