Using Eye Tracking to Explore the Impacts of Geography Courses on Map-based Spatial Ability (original) (raw)
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ISPRS International Journal of Geo-Information, 2018
In this article, we use eye-tracking methods to analyze the differences in spatial ability between geographers and non-geographers regarding topographic maps, as reflected in the following three aspects: map-based spatial localization, map-based spatial orientation, and map-based spatial visualization. We recruited 32 students from Beijing Normal University (BNU) and divided them into groups of geographers and non-geographers based on their major. In terms of their spatial localization ability, geographers had shorter response times, higher fixation frequencies, and fewer saccades than non-geographers, and the differences were significant. For their spatial orientation ability, compared to non-geographers, geographers had significantly lower response times, lower fixation counts and fewer saccades as well as significantly higher fixation frequencies. In terms of their spatial visualization ability, geographers’ response times were significantly shorter than those of non-geographers,...
Relationship of Pupils' Spatial Perception and Ability with Their Performance in Geography
Spatial ability is one of the most important skills that humans have developed in their effort to better adjust to the environment in which they live and evolve (Bishop, 1980). Abstract The aim of this study was to investigate the correlation between pupils' spatial perception and abilities and their performance in geography. The sample was 600 6th-grade pupils from various areas of Greece selected by the cluster sampling method. The study results showed that: a) the vast majority of pupils showed low spatial ability; b) there was a deficit of geographical knowledge (according to the curriculum), with satisfactory performance only in plan views and orientation; c) the pupils who showed higher performance in geography course assessment test and in geographical abilities test have better spatial perception; d) the school type (pilot school using new technologies, and traditional school) did not seem to cause any difference to the pupils spatial perception; e) Pupils' gender was not found to cause significant difference to spatial perception, or to their performance; f) parents' education was found to correlate with the pupils' performance in geography.
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.
Exploring the Effects of Geographic Scale on Spatial Learning
Background: Investigating the relationship between the human body and its spatial environment is a critical component in understanding the process of acquiring spatial knowledge. However, few empirical evaluations have looked at how the visual accessibility of an environment affects spatial learning. To address this gap, this paper focuses on geographic scale, defined as the spatial extent visually accessible from a single viewpoint. We present two experiments in which we manipulated geographic scale using two perspectives, a ground level and an elevated view, in order to better understand the scale effect on spatial learning. Learning outcomes were measured using estimates of direction and self-reports of mental workload. Results: In contrast to our hypothesis, we found few differences in spatial learning when comparing different perspectives. However, our analysis of pointing errors shows a significant interaction effect between the scale and spatial ability: The elevated perspective reduced the differences in pointing errors between low and high spatial ability participants in contrast to when participants learned the environment at ground level alone. Bimodal pointing distributions indicate that participants made systematic errors, for example, forgetting turns or segments. Modeling these errors revealed a unified alternative representation of the environment and further suggests that low spatial ability participants benefited more from the elevated perspective in terms of spatial learning compared to high spatial ability participants. Conclusions: We conclude that an increased geographic scale, which was accessible through an elevated perspective in this study, can help bridge the performance gap in spatial learning between low and high spatial ability participants.
ADVANTAGE OF MAP AS GEOGRAPHY LEARNING MEDIA TO ENHANCE STUDENTS SPATIAL INTELLIGENCE
GEOMATE Journal, 2020
Education cannot be separated from the learning process, which aims at useful and useful learners in the future. Geography as a subject in formal educational institutions, has objects of study regarding the spatial conditions of the earth's surface, these subjects are related to the formation of students' spatial thinking or known as spatial intelligence, one of the components students must have regarding their thinking. Through a descriptive qualitative approach and research method of literature study, where data are collected through scientific publications in the form of related journals, this article shows the role of maps as a medium for learning geography, which can improve students' spatial intelligence. The results showed that there was a positive correlation, between the use of maps as a medium for geography learning in increasing each indicator of students' spatial intelligence indirectly, the map shows the route from one object to another thereby increasing a) cognitive map, the map also connects between the characteristics of objects in the real world and the position of objects on the map so that it is formed b) cognitive collage, an understanding of the characteristics of the real world and the position of objects with a certain scale on the map so that students understand the spatial impact known as the ability c) spatial mental. In conclusion, the map is recommended to be used as a medium for learning geography to improve students' spatial intelligence, which will be indirectly beneficial for students.
Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study
There are several competences and spatial skills to be acquired by the student related to the treatment of geo-information in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Spatial orientation is the spatial skill related to the use of georeferenced information, and geospatial applications (on-line map interfaces) such as the spatial data infrastructure offer a great opportunity for development of this skill. In this report we present several experiments, carried out over five academic years with 559 university students, to improve the spatial orientation skill of the students. Survey learning and wayfinding activities were conducted. First- and second-year university students performed the experiments on a PC and also used digital tablet support. The statistical analysis showed that the students improved their spatial orientation skill with a range from 12.90 (minimum) to 19.21 (maximum) measured with the Perspective Taking Spatial Orientation Test, regardless of the academic year, the hardware (PC or Tablet-PC), or the orientation strategy (survey learning or wayfinding). The second year students improved more than those in their first year. The methodologies employed could be developed by teachers or researchers, and the results presented could be taken as a reference for comparisons in future research in the field of strategy planning with geospatial applications and location-based tools for spatial orientation skill improvement in education.
Journal of Baltic Science Education, 2018
This research attempted to find whether spatial intelligence (without context) has a correlation to (contextual) spatial ability and affects geographic skills as crystallized ability (Gc). It employed the descriptive method with subjects including students at the primary, junior high, and senior high schools. The data were collected through two instruments, namely test and questionnaire. Data of test results were processed by tabulation technique and correlated for the scores of spatial intelligence, spatial ability, and geographic skills. The results show that spatial intelligence (Gf) tended to increase from the level of primary to junior high and to senior high school level, whereas spatial ability (Gc) and geographic skills (Geo-s) tended to decrease. Despite the decline, all three (Gf, Gc, and Geo-s) had the potentials for improvement. Thus, geography teachers are encouraged to participate in improving students’ spatial and geographic skills, so students can develop their poten...
Beyond Small-Scale Spatial Skills: Navigation Skills and Geoscience Education
Research examining the STEM-spatial skill relation, has focused on small-scale spatial skills, even though some STEM disciplines – particularly the geography and geoscience fields (GEO) – involve large-scale spatial thinking at the core of their professional training. In Study 1, we compared large-scale navigation skills of experienced geologists with that of experienced psychologists. We found that geologists demonstrated higher navigational competence than psychologists. In Study 2, we conducted a longitudinal study with novice undergraduates learning Geographic Information Systems (GIS) to investigate self-selection and improvement in spatial thinking over an academic semester. Novice GIS students showed superior baseline navigational competence compared to non-STEM students, as well as better working memory and small-scale mental rotation skills, indicating self-selection. In addition, GIS students’ spatial skills improved more over the course of a semester than those of non-STE...
This pilot research was conducted in order to examine the impact of students' and teachers' multiple intelligences and spatial perception on students' performance in geography, and their attitude towards the lesson. The sample was 86 students and 4 teachers in the 6 th grade from both a pilot school and a traditional school in Athens. In this paper we present the results from the survey (validated and evaluated for their reliability), which indicated that: 1) There is inefficient geographic knowledge, 2) Most students seem to have lowly developed spatial thinking abilities. In a spatial perception test, they only demonstrated high records in the questions concerning the plan views and the orientation, 3) Geography is considered as a less important subject, 4) The majority of students and teachers had moderate or negative attitudes towards geography, 5) Children with higher spatial thinking abilities had better performance in geography, 6) Spatial intelligence correlated with all types of intelligence, apart from musical, 7) Statistically, no difference between the students' attitude and spatial thinking was determined based on the type of school.
Effects of Giant Traveling Map Use on Student Spatial Thinking
2017
Geographic education is crucial for preparing students to navigate the places and spaces they inhabit, and National Geographic’s Giant Traveling Map program seeks to address this need by providing an immersive and kinesthetic learning experience with the use of a gym-sized floor map . In this study, a Giant Traveling Map was tested with sixth grade students to determine the effect of engaging with the map on improving spatial thinking skills . Questions were drawn from the Spatial Thinking Ability Test to assess students’ skills preand post-experience . Our results show minimal improvement for a few very specific spatial thinking skills and raise questions concerning the testing of spatial concepts and tying in assessment to map activities and geographic learning . We conclude that more study is needed to accurately evaluate the Giant Traveling Map Program for its educational impact .