Virtual fieldtrips enable the teaching of field geology remotely or in classroom-settings by leveraging video-game technologies. We
describe the development of a virtual fieldtrip to Kinlochleven in Scotland to teach undergraduate students geological mapping skills
in a structurally complex, polyphase deformed metamorphic terrain. An area of ~4 km 2 of the Highlands was digitally replicated
within the game engine Unity and featured 82 outcrops digitized from field data by photogrammetry. Key concepts in the
development were: (1) usability on low-specification computers, (2) participant communication within-app, (3) multiscale
visualisation of localities, (4) contextualisation of localities within terrain, and (5) a high degree of immersion to replicate the
outdoor fieldwork experience. Technology constraints, however, required compromise between the number of localities used and
their resolution. Evaluation and assessment data suggests the virtual fieldtrip was effective in delivering the key learning
objectives of the course. Student behavioural indicators, furthermore, suggest that the immersive strategy successfully produced
a high degree of engagement with the activity. A major limitation of the virtual fieldtrip was in the development of skills
requiring spatial visualisation, in particular, the spatial association of features across multiple scales. The virtual fieldtrip had
benefits for inclusivity, making fieldwork more accessible than its outdoor equivalent. However, a digital divide was observed to
exist between groups depending on experience with gaming and virtual worlds. In addition, neurodiverse group of students
required adaptations to assist with spatial awareness in virtual environments. The data obtained suggests that virtual fieldtrips
cannot fully replace their outdoor equivalents, however, they are valuable in supplementing and supporting outdoor fieldtrips, in
particular by increasing inclusivity and enabling field time to be used optimally.