The purpose of this study is to propose a "modified novelty space" model for learning in virtual geological field trips. To do so, three field sites in Busan National Geopark were selected to explore geological characteristics. VR-based virtual field trips (VFTs) were developed for participation. These VFTs consisted of basic, plus, and advanced steps. The modified novelty space model redefines the novelty space for the context of virtual learning environments (VLEs) by subdividing it into cognitive, geographic, psychological, technical, and social factors. The cognitive domain refers to the curriculum content in geology. The geographic domain involves contextual interpretations of places. The psychological domain increases familiarity based on methods to provide stability. The technical domain refers to the ability to handle skills. The social domain refers to emotional sharing among people in relationships. This model proposes five elements with the aim of decrease in modified novelty space ultimately contributing positively to virtual learning.