Project recap

Wisconsin Polar Science VR is a National Science Foundation–funded project that explores how immersive virtual reality can engage rural and Latinx communities with polar research through a collection of interactive experiences known as Expedition VRctica. Working with rural libraries, the project introduces story-based VR experiences that allow participants to virtually explore the Antarctic while learning about the science conducted in these regions.

Project overview

Wisconsin Polar Science VR is a National Science Foundation–funded initiative that expands public engagement with polar research through immersive virtual reality experiences. The project brings together the University of Wisconsin-Madison, Field Day Labs, the Wisconsin Department of Public Instruction, and ILI to develop and study Expedition VRctica, a collection of interactive VR environments that allow participants to virtually visit the Antarctic while learning about the scientific work taking place in these remote regions.

The project partners with rural libraries as trusted community hubs for informal learning. Rural libraries have strong potential to increase public understanding of science and support participation among groups historically underrepresented in STEM. Reflecting national trends, nearly one in five students attending rural schools identify as Latiné. By bringing VR experiences into library programming, the project creates new opportunities for communities to engage with polar science in accessible and locally relevant ways.

The VR experiences are designed using insights from research on embodied learning, exploring how taking on the perspective of scientists or other characters within a virtual environment can strengthen engagement with scientific practices. Through the experience, participants interact with polar environments, observe research activities, and learn about the conditions shaping work in the Antarctic.

The project also works closely with rural librarians through a co-design process to ensure the experiences and programming are practical for community settings. Early collaboration highlighted the importance of shorter VR experiences, structured family-oriented events, and strong support for staff using new technologies.

In addition to developing the VR experiences, the project examines how participants’ actions and decisions within the virtual environment relate to their engagement and learning. These insights help inform the design of future immersive STEM learning experiences in informal community settings.