The Cognitive Load of Geographic Information (original) (raw)
Related papers
2019
With the development of modern geovisual analytics tools, several researchers have emphasized the importance of understanding users’ cognitive, perceptual, and affective tendencies for supporting spatial decisions with geographic information displays (GIDs). However, most recent technological developments have focused on support for navigation in terms of efficiency and effectiveness while neglecting the importance of spatial learning. In the present paper, we will envision the future of GIDs that also support spatial learning in the context of large-scale navigation. Specifically, we will illustrate the manner in which GIDs have been (in the past) and might be (in the future) designed to be context-responsive, personalized, and supportive for active spatial learning from three different perspectives (i.e., GIScience, cartography, and cognitive science). We will also explain why this approach is essential for preventing the technological infantilizing of society (i.e., the reduction...
Cognitive and Usability Issues in Geovisualization
Cartography and Geographic Information Science, 2001
We provide a research agenda for the International Cartographic Association's Commission on Visualization and Virtual Environment working group on Cognitive and Usability Issues in Geovisualization. Developments in hardware and software have led to (and will continue to stimulate) novel methods for visualizing geospatial data. It is our belief that these novel methods will be of little use if they are not developed within a theoretical cognitive framework and iteratively tested using usability engineering principles. We argue that cognitive and usability issues should be considered in the context of six major research themes: 1) geospatial virtual environments (GeoVEs), 2) dynamic representations (including animated and interactive maps), 3) metaphors and schemata in user interface design, 4) individual and group differences, 5) collaborative geovisualization, and 6) evaluating the effectiveness of geovisualization methods. A key point underlying our use of theoretical cognitive principles is that traditional cognitive theory for static 2D maps may not be applicable to interactive 3D immersive GeoVEs and dynamic representations -thus new cognitive theory may need to be developed. Usability engineering extends beyond the traditional cartographic practice of "user testing" by evaluating software effectiveness throughout a lifecycle (including design, development, and deployment). Applying usability engineering to geovisualization, however, may be problematic because of the novelty of geovisualization and the associated difficulty of defining the nature of users and their tasks. Tackling the research themes is likely to require an interdisciplinary effort involving geographic information scientists, cognitive scientists, usability engineers, computer scientists, and others.
1 Using Geovisualizations in the Curriculum: Do Multimedia Tools Enhance Geography Education?
2015
Abstract: The field of geography has been transformed in recent years through the use of spatial tools such as geographic information systems (GIS) satellite and acoustic remote sensing, the global positioning system (GPS), Internet mapping and more. Studying geography and earth science in the digital age now requires a sophisticated and complex integration of concepts that include spatial and temporal aspects (Harrower, et al., 2000). Using the same tools and data sets as earth scientists, students can explore spatial patterns, linkages, trends and processes on a local, regional or global scale. Despite our capabilities and advances, many questions remain about how to use these new geospatial tools and apply representational techniques to problem solving and knowledge construction. Particularly in educational settings, the potential of applying tools and techniques in problem-solving exercises remains largely under utilized. This paper examines the application of multimedia technol...
Effectiveness of An Interactive Map Display In Tutoring Geography
Journal of Educational Psychology, 1978
BOSTON WASHINGTON CHICAGO HOUSTON LOS ANGELES OXNARD *"The purpose of this study was to evaluate the teaching effectiveness of different aspects of the SCHOLAR CAI system. The experiment compared how well students learn using SCHOLAR with (a) the interactive map display of Map-SCHOLAR (b) a static labeled map, and (c) an unlabeled map. The results of the experiment showed that the students learned significantly more with the interactive map display, than with either the labeled-W^MBltat Ul DD t j° 73 14^3 EDITION OF 1 NOV 65 IS OBSOLETE /*)// /-/ " ^ ') SECURITY CLASSIFICATION OFTHISPAGEfBAen Dala I-nifrt-Jl ■-_-■•' V- .-r o,^. ^;ii!^SÖ^^a^iäÄ-'^/iS,^i,o i ■MnMMRsnin •-f.i URITY CL Ar.Sli'lC Al ION OF THIS PAGE (Shi-u JhiiaTnlrrrii) (20) viz: 'is i-a..,Js-lü.cJL... ^-7v\_cj(_-iC-j /o~y map,^ A new method called backtrace analysis was used to assess the effectiveness of specific aspects of the tutoring strategy and the map system used in the experiment, ,r.ft, ; i.-"-«ss ■ •■■■"::. d SECURITY CLASSIFICATION OF THIS PAGE(9ken Data Entered)
Using Geovisualizations in the Curriculum: Do Multimedia Tools Enhance Geography Education?
The field of geography has been transformed in recent years through the use of spatial tools such as geographic information systems (GIS) satellite and acoustic remote sensing, the global positioning system (GPS), Internet mapping and more. Studying geography and earth science in the digital age now requires a sophisticated and complex integration of concepts that include spatial and temporal aspects .
Mapping the Reading of Graphic Visualisations in Geography Textbooks
Changing Subjects, Changing Pedagogies: Diversities in School and Educaion, 2018
Graphs, charts, cartograms… and thematic maps are common tools for handling and communicating quantitative information in contemporary society” (Åberg-Bengtsson and Ottosson 2006, 43). Modern school geography, as a discipline that intensely relies on media, often utilises graphic visualisations to communicate information (Haubrich et al. 2006). Consequently, current geography textbooks contain a high ratio of graphic visualisations, including maps, satellite images, diagrams, and infographics (Janko and Knecht, 2014). Studies from pedagogical psychology, however, have revealed a disparity between the growing utilisation of graphic visualisations in learning materials and students’ abilities to process information from graphics (Hochpöchler et al. 2012; Mayer 2010; Schnotz and Baadte 2014). Moreover, a 2013 Organisation for Economic Co-operation and Development study on adult literacy skills reported difficulties amongst more than 30 percent of the adult population in understanding complex graphic visualisations (OECD 2013). Furthermore, although the “multimedia principle” (Cognitive Theory of Multimedia Learning; Mayer 2009) states that adding graphics to text can improve learning, not all graphics in textbooks are learning effective (Sung and Mayer 2012). Notwithstanding the widespread use of graphics in contemporary geography textbooks, little is currently known about learners’ attention paid to them. Only a few studies have evaluated students’ perceptions of maps and graphic outputs from GIS (e.g. Brus, Voženílek, and Popelka 2013; Brychtová, Popelka and Voženílek 2012; Ooms et al. 2012; Ooms, Maeyer, and Fack 2014). Although Janko and Peskova (2013) analysed types of visuals utilised in geography textbooks, and Janko and Knecht (2014) developed a research instrument for categorizing visuals in geography textbooks and assessing their instructional qualities, they also emphasised the need to conduct further research. This chapter therefore takes as its horizons the investigation of potential learning-related challenges posed by complex graphic visualisations in geography textbooks by investigating the following questions: 1. To what extent do the participants pay attention to graphics while solving a task? 2. In what way does the information design of graphic visualisations influence the participants’ visual attention to depicted graphics in geography textbooks? For this purpose, interdisciplinary observation methods were applied to interlink aspects of geography education and information design with aspects ofpedagogical psychology and textbook research.
DEVELOPMENT AND STANDARDIZATION OF SCALE OF COGNITIVE LOAD IN GEOGRAPHY
Development and Standardization of Scale of Cognitive Load in Geography. , 2020
Education plays pivotal role in the harmonious development of an individual"s personality. While pursuing different academic disciplines and goals, students face a lot of difficulties and barriers in the way of achieving their academic goals and high level of cognitive load can be one of the critical factors in determining the motivation and academic achievement of the students. Cognitive load can impair the achievement motivation of the students and can also act as a hurdle in their academic growth. Therefore, it is very crucial to measure the cognitive load of the students in different subjects being studied by them. For the fulfillment of this purpose, Scale on Cognitive Load in Geography (SCLG) was developed. The development of this scale by the investigator was aimed to measure the cognitive load of the students of 9 th class in the subject of Geography. After reviewing the related literature, three dimensions i.e. intrinsic, extraneous and germane cognitive load were identified for preparing the items of the scale. In the initial draft of the development of this scale, 40 items were prepared out of which 11 items were modified and 08 items were eliminated during the validation process. Along with this, three items were deleted due to poor discrimination index and finally 29 items were retained in the final form of scale. The scale was subjected to 361 students of 9 th class of Rajasthan in order to establish test retest reliability. The reliability coefficient of test-retest was found to be 0.70 and reliability coefficient of internal consistency was found to be 0.87. Afterward, z-score norms were prepared for boys and girls separately and norms for the interpretation of cognitive load were also prepared. The final form of SCLG was proved to be having good psychometric properties.
Maps4Learning: Enacting Geo-Education to Enhance Student Achievement
IEEE Access, 2020
During the last few years, increasing emphasis has been given to geo-education in middle and high school curricula, transforming the way certain subjects are now taught to provide students with comprehensive knowledge about dynamics and interconnections in the world, which also rely on relevant geographic information. This is the case for history, geography, the earth sciences, and other subjects. However, so far, little has been done to provide adequate learning tools that can support such an important transformation. This paper proposes the integration of advanced geospatial technology in traditional interactive learning tools as a way to describe experiences that help students understand phenomena and improve their competencies. The system is the result of a usability engineering process aimed at providing users with an effective learning experience, iteratively analysing their expectations and needs with respect to georeferenced content. The resulting learning environment, Maps4Learning, allows users to manage content in terms of learning objects named geoLO+, which are extended with spatial and temporal components and built according to standardized metadata. The system was tested in the context of a middle school programme. A usability study was carried out to analyse the impact of geoLO+ resources in terms of perceived quality, engagement, and student learning performance, and the outcomes of the resources were compared to the outcomes of traditional teaching methods. The results were encouraging and showed that learning improvement can indeed be achieved using Maps4Learning.
Augmenting spatial intelligence in the geography classroom
International Research in Geographical and Environmental Education , 2006
This paper describes part of the results of a study investigating how adolescents, between the ages of 14 and 15, construct and share meaning about their local environments. Specifically, the results presented focus on how adolescents perceive and interpret spatial and three-dimensional data presented in various formats, such as in terms of virtually-rendered objects, photo-realistic panoramas, and traditional maps. The research was undertaken with a view to informing more effective teaching of map-skills through the improvement of aspects of spatial intelligence. Participants were required to undertake both a pre- and a post-test, which were identical in task. These tests involved having the participants match a series of computer-rendered three dimensional objects with similar objects rendered from the same perspective, as well as to deduce the axis of rotation and viewing perspective of a QuickTime VR cylindrical panorama when presented with a map of the same area. The pre- and post-tests were separated by an intervention activity in the field, designed around the format of a Structured Academic Controversy. Data obtained from the pre- and post-test results indicates that with regard to the rotation of objects and orientation of perspectives, some performance gains were significant amongst both males and females.