Harnessing AI, Virtual Landscapes, and Anthropomorphic Imaginaries to Enhance Environmental Science Education at Jökulsárlón Proglacial Lagoon, Iceland

Introductory environmental science courses offer non-STEM students an entry point to address global challenges such as climate change and cryosphere preservation. Aligned with the International Year of Glacier Preservation and the Decade of Action for Cryospheric Sciences, this mixed-method, IRB-exempt study applied the Curriculum Redesign and Artificial Intelligence-Facilitated Transformation (CRAFT) model for course redesign. The project leveraged a human-centered AI approach to create anthropomorphized, place-based narratives for online learning. Generative AI is used to amend immersive virtual learning environments (VLEs) that animate glacial forces (water, rock, and elemental cycles) through narrative-driven virtual reality (VR) experiences. Students explored Iceland’s Jökulsárlón Glacier Lagoon via self-guided field simulations led by an imaginary water droplet, designed to foster environmental awareness and a sense of place. Data collection included a five-point Likert-scale survey and thematic coding of student comments. Findings revealed strong positive sentiment: 87.1% enjoyment of the imaginaries, 82.5% agreement on supporting connection to places, and 82.0% endorsement of their role in reinforcing spatial and systems thinking. Thematic analysis confirmed that anthropomorphic imaginaries enhanced emotional engagement and conceptual understanding of glacial processes, situating glacier preservation within geographic and global contexts. This AI-enhanced, multimodal approach demonstrates how narrative-based VR can make complex cryospheric concepts accessible for non-STEM learners, promoting early engagement with climate science and environmental stewardship.