Immersive technologies have the potential to overcome physical limitations and virtually deliver field site experiences, for example, into the classroom. Yet, little is known about the features of immersive technologies that contribute to successful place-based learning. Immersive technologies afford embodied experiences by mimicking natural embodied interactions through a user’s egocentric perspective. Additionally, they allow for beyond-reality experiences integrating contextual information that cannot be provided at actual field sites. This study examines the role immersive technologies can play for geoscience field trips by comparing virtual with the actual field trip experiences focusing on students’ learning performance and individual user experience. Through the integration of 360° images, audio scripts, photogrammetry based 3D models, and a virtual interaction approach, we successfully deliver a virtual field trip experience of the physical site to facilitate place-based learning in geoscience education.