The impact of geography information system integrated teaching on underachieving students’ intrinsic motivation

Bikar, Soon Singh; Rathakrishnan, Balan; Rabe, Zulfhikar; Mahat, Hanifah; Sharif, Sabariah; Talin, Rosy

doi:10.1080/10382046.2021.2001983

Cited by 7 publications

(3 citation statements)

References 22 publications

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“…Researcher seem keen on not only understanding the nature of spatial abilities but also on developing effective methods for evaluating and enhancing these skills. Many studies have investigated spatial thinking among students, using various tasks to assess their spatial abilities, such as navigation, mapping, STEM, geography, language and robotic (Bikar et al, 2022;Gulson & Symes, 2007;Mathewson, 1999;Newcombe & Frick, 2010;Uttal & Cohen, 2012;Uttal et al, 2013). This dual focus reflects a holistic approach towards advancing spatial literacy.…”

Section: Discussionmentioning

confidence: 99%

Mapping the landscape of spatial literacy research: Bibliometric analysis

Lai,

Mustafa,

Mahat

2024

5050

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The study aims to provide a comprehensive overview of spatial literacy research through a bibliometric analysis, focusing on its development, essential themes, key contributors, and collaboration patterns. Using statistical text-mining and citation link-based clustering techniques, 690 spatial literacy publications from the Scopus database were analyzed, with data extracted on February 18, 2024. The analysis revealed a steady increase in spatial literacy publications, peaking in 2009, and identified key peaks in cited papers in 1996, 2003 and 2012, with a subsequent decline post-2012. Document profiles primarily consisted of articles (60.14%) and sourced from journals (67.97%), with The Journal of Geography being the most active title. Notably, Newcombe, N.S., emerged as the most productive author, while the work of Bednarz and Kemp received the highest number of citations. ‘The Separability of Working Memory Resources for Spatial Thinking and Language Processing: An Individual Differences Approach’ by Shah and Miyake was identified as the most influential document, garnered a minimum of 100 citations per written document. Additionally, the United States stood out with both the largest number of publications and the highest citation impact in spatial literacy research. This bibliometric analysis provides valuable insight into the spatial literacy research landscape, guiding for future research directions and fostering collaborations in this field.

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Section: Discussionmentioning

confidence: 99%

Mapping the landscape of spatial literacy research: Bibliometric analysis

Lai,

Mustafa,

Mahat

2024

5050

View full text Add to dashboard Cite

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“…GIS is supportive of constructivist learning (Kerski et al., 2013; Kinniburgh, 2010), as it involves an interactive and constructive process to build maps and models that make sense of the world. Moreover, previous research has illuminated many benefits of GIS in geographical education (Bikar et al., 2022; Jo & Hong, 2020; Li et al., 2022; Liu et al., 2010; Phantuwongraj et al., 2021; Schulze, 2021), including (1) Enhancing thinking skills and knowledge: Geospatial technologies like GIS have demonstrated the potential to enhance student learning, spatial and critical thinking skills (Baker & White, 2003; Demirci, 2015; Goldstein & Alibrandi, 2013; Lee & Bednarz, 2009). Students exhibited greater gains in content knowledge when utilizing GIS‐related technology as compared to traditional methods (Metoyer & Bednarz, 2017); (2) Advancing spatial relationship understanding: GIS offers a more interactive and engaging learning experience conducive to advancing students' understanding of spatial relationships (Favier & Van der Schee, 2014); (3) Strengthening decision‐making and reasoning: The use of GIS in education has been linked to meaningful decision‐making and an enhanced reasoning about issues, such as climate change and air pollution (Cox et al., 2014; Hodza et al., 2021; Kerski, 2008; Miller, 2022; Milson et al., 2012; Milson & Kerski, 2012); (4) Enabling visualization for easier learning: GIS technology excels in visualizing spatial arrays, concepts, layouts, relations, trends, and processes.…”

Section: Introductionmentioning

confidence: 99%

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

Yang,

Wang,

Qian

2024

Transactions in GIS

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The use of GIS to enhance student learning in geographical education has garnered broad recognition. Notwithstanding this, the diffusion of GIS technology into class teaching has been slow. This study endeavored to examine the effects of GIS usage in air pollution teaching on learning outcomes of secondary school students. To this end, two parallel classes in the same academic year were chosen as the control and experimental groups. A quasi‐experimental research design was used to compare the learning outcomes of the experimental group who were exposed to the use of GIS in air pollution teaching with those of the control group who were not. The results show that GIS‐based teaching does lead to improvement in students' learning outcomes, although not uniformly. More specifically, GIS‐based teaching enhances high‐order cognitive abilities related to application and analysis, highlighting the effectiveness of GIS as a tool in educational settings, especially for developing advanced cognitive abilities.

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“…We also know that doing this well can enthuse students about the types of technology that we are lucky to work with, such as satellite imagery, and how we maintain that initial fascination [4]. Moreover, research suggests that integrating spatial data in lessons can have a 'significantly positive impact compared to conventional teaching methods in enhancing participants' intrinsic motivation' [5].…”

Section: Introductionmentioning

confidence: 99%

SatelliteSkill5—An Augmented Reality Educational Experience Teaching Remote Sensing through the UN Sustainable Development Goals

McNerney,

Faull,

Brown

et al. 2023

Remote Sensing

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Advances in visualisation techniques provide new ways for us to explore how we introduce complex topics like remote sensing to non-specialist audiences. Taking inspiration from the popularity of augmented reality (AR) apps, a free, mobile digital AR app titled SatelliteSkill5, has been developed for both Androids and iPhones in Unity AR. SatelliteSkill5 helps users conceptualise remote sensing (RS) theory and technology by showcasing the potential of datasets such as multispectral images, SAR backscatter, drone orthophotography, and bathymetric LIDAR for tackling real-world challenges, with examples tackling many of the United Nations’ Sustainable Development Goals (SDGs) as the focus. Leveraging tried and tested pedagogic practices such as active learning, game-based learning, and targeting cross-curricular topics, SatelliteSkill5 introduces users to many of the fundamental geospatial data themes identified by the UN as essential for meeting the SDGs, imparting users with a familiarity of concepts such as land cover, elevation, land parcels, bathymetry, and soil. The SatelliteSkill5 app was piloted in 12 Irish schools during 2021 and 2022 and with 861 students ranging from 12 to 18 years old. This research shows that both students and teachers value learning in an easy-to-use AR environment and that SDGs help users to better understand complex remote sensing theory.

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The impact of geography information system integrated teaching on underachieving students’ intrinsic motivation

Cited by 7 publications

References 22 publications

Mapping the landscape of spatial literacy research: Bibliometric analysis

Mapping the landscape of spatial literacy research: Bibliometric analysis

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

SatelliteSkill5—An Augmented Reality Educational Experience Teaching Remote Sensing through the UN Sustainable Development Goals

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