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16 July 2020 | Story Leonie Bolleurs | Photo Supplied
The teaching project of Drs Matthew Huber and Martin Clark on utilising aerial photography and 3D models increased student engagement in Geology field studies.

The goal of an educator, as seen by Dr Matthew Huber and Dr Martin Clark, is to try and improve the understanding of students. They believe that by combining technological and geological elements within the framework of games, students not only learn but also enjoy the process.

Dr Huber and Dr Clark are from the Department of Geology at the University of the Free State (UFS).

By bringing innovative methods into their teaching processes, they have successfully enhanced student engagement and learning in Geology field studies.

Limited innovation equals limited engagement

As part of the third-year Economic Geology and Exploration Geology courses, students were taken on a field trip to the Vredefort impact structure and an active gold mine. At the Vredefort structure, they were able to view the rock types mined for gold – which are exposed on the surface – to prepare them to identify the rocks when going underground. They also visited an open-pit quarry that was mined for granite dimension stone in the 1950s.  

Fot the visit to the quarry, the students were given ‘traditional’ assignments in advance to make measurements, sketch relevant features, and write down observations. 

“We found that they were not particularly engaged in what they were doing; it was simply an assignment that was separated from any deeper meaning in their minds,” explains Dr Huber.

The status quo of student engagement was about to change. Dr Huber and Dr Clark put their heads together and had a long discussion on how they could improve the exercise. 

Innovative methods equal increase in engagement

“We realised that we could change the focus of the exercise entirely by framing it as a game. When the exercise started, the students were divided into ‘companies’, and then told that they had to pick blocks with particular features to extract from the quarry. They were given parameters concerning how much various aspects of the activity would cost and were then told to make as much money as possible. We did not give them any particular measurements but provided them with all the tools they needed.”

“This had a transformative effect on the students – instead of being bored with the quarry exercise, they were begging for more time to look at the rocks, coming up with innovative solutions on their own,” says Dr Huber.

He believes this is what student engagement means. “Even though we did not assign any particular measurements for the students to do, most of them were diligently making measurements and even arguing with one another about the best way to pick out blocks,” he adds.

To evaluate the students, Dr Clark brought in a technological aspect to the exercise. He made a 3D model of the quarry while the game was in progress, which was used at the end of the task. 

“The students showed us the blocks that they had picked out on the digital 3D model, which we could rapidly evaluate. In addition, they had an opportunity to look at the problem from a different perspective, resulting in ‘last minute’ innovative solutions. The exposure to this type of digital interaction on a traditional geological excursion has increased the ‘cool’ factor for the students and subjected them to new ways of problem-solving – similar to what they can expect later in their careers,” explains Dr Clark.


Innovative methods equal more possibilities

Both Drs Clark and Huber agree that the feedback they received from the students was amazing. “They did not want the assignment to end, and unanimously petitioned us for more time in the quarry, driven by their desire to make the best decisions for their groups. This level of passion from students has never been experienced by either instructor on any other field course,” adds Dr Huber. 

Although games are not a new concept in education, the two academics say they are not aware of any other institution that has attempted to digitally recreate a site for students in real time with this type of game. Drs Clark and Huber also wrote an academic article that is currently in revision for the Journal of Geoscience Education, titled, ‘Using gamification and fourth industrial revolution components to enhance student engagement in traditional field exercises for economic geology students’.

“The other wonderful aspect of this type of exercise is that we now have a digital archive of the site, and we can use that in both student training and our research. In times like now, where it is difficult to travel to the field, this type of model of geological exposures is invaluable,” says Dr Clark. 

They both believe the attitude and philosophy of the educators are very important in terms of student training. Regardless of whether face-to-face or online teaching is offered, there can be a good response to games used in the classroom.

“The more learning scenarios we can expose students to in fun, enjoyable, and innovative ways, the more likely we will spark lifelong passions that they can take with them through their careers. Our goal is not only to create good students but give them the tools to become thought leaders for the next generation of learners,” says Dr Clark.

News Archive

Two Kovsies in Baby Boks group for U20 Championship
2017-05-12

Description: ' 000 Baby Boks Tags: Baby Boks 2017

Scrumhalf Rewan Kruger, left, and prop Kwenzo Blose, both
rugby players from the University of the Free State, will
soon be playing in their first and second Junior World
Tournament respectively.
Photo: SA Rugby

Although he will soon be playing in his first Junior World Cup, Rewan Kruger believes his experience of international rugby will help him succeed. Last year, the scrumhalf was part of the South African schools team playing in the U19 series against Italy, Wales, England, and France.
Kruger and prop Kwenzo Blose, who will be playing in his second World Tournament, are two players from the University of the Free State that were recently included in the final Baby Boks group of 28. The World Rugby U20 Championship will take place in Tbilisi, Georgia from 31 May to 18 June.

A taste of international rugby

The 19-year-old Kruger says it is hard to describe how thrilled he is about his inclusion. “The whole group of players were gathered in a room and the next moment the coach [Chean Roux] played a video on his computer, announcing the team that will be playing abroad.”
The former Grey College, Bloemfontein, pupil has already had a taste of international rugby. “I believe the experience I gained in the international U19 series will help me a lot in the upcoming U20 World Rugby Championship. I already have an idea of the pace of an international game.”

Team can improve on previous year

Blose, KovsieSport’s Junior Sportsman for 2016, says the South African U20 team could do better than the fourth place they got in Manchester, England in 2016. “South Africa is a strong rugby nation and we have set high standards for ourselves. Therefore, we will do our best to win the tournament. We have a great group and I believe we have the potential to win the trophy.”
The former lock from Glenwood High School, Durban, says it has helped his team to play practice matches against senior teams such as the Griquas. “The preparation was tough and I think it will benefit the team.”

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