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 of immersive technologies in the geoscience field trip by comparing the virtual with the actual field trips in students’ learning experiences and individual perspectives. Through the integration of 360-degree images, audio scripts, SfM modeling, and virtual interaction approach, we successfully deliver a virtual field trip experience from the physical site as our effort to facilitate place-based learning in geoscience education.