3D Landform Modeling to Enhance Geospatial Thinking

Abstract

Geospatial thinking is essential to the visualization-interpretation processes of three-dimensional geographic information. The design of strategies for the interpretation of the Earth's surface which allow the development of students' geospatial thinking poses a challenge in higher education. In geospatial education, we often see a practical approach where students are trained in specific GIS and/or geotechnologies. However, in the first stages of geospatial education, geographic literacy and geospatial thinking processes can be supported better through easy-to-use technologies. In this paper we show the results of two workshops performed with engineering students using visuospatial displays in an easy-to-use 3D software environment. This teaching approach improved students' geospatial thinking, measured using the Topographic Map Assessment (TMA) test-a battery of seven tasks related to relief interpretation along with 18 exercises. Participants also completed a questionnaire relating to the following usability topics: operation (application), improvement, implications for education, and understanding of the concepts related to relief interpretation. The results showed mean gains between 10.7% and 12.6% of the highest score for the TMA. This, together with the results of the questionnaire, confirms the usefulness of this teaching approach using easy-to-use 3D technologies for developing geospatial thinking.

Teaching Experiment and Effect Analysis on Geospatial Thinking Cultivation among Senior High School Students under the Concept of Core Literacy

“…Limited by the globe size and flat map, it was difficult for students to convert between the spatial dimension and spatial perspective of the longitude and latitude grid line. For another example, when interpreting surface contour maps, the experimental group can use 3D models or software to improve students' geospatial thinking ability [3], experience the conversion between contour maps and threedimensional terrain with the help of VR equipment, and even go to a mountain park near the school under the guidance of geography teachers to observe mountain terrain such as ridge, valley, saddle and steep cliff on the spot. However, in the control group, contour line interpretation law was mainly taught through PPT, failing to fully cultivate the students' geospatial thinking of spatial transformation and spatial perception.…”

Think Spatially With Game Engine

“…Moreover, there was a recent research related to spatial thinking in 3D rendering environments [27] that is interesting to comment because engineering students also carried out activities related to the generation of landforms, but using other 3D tools. In this research the STAT test was not used.…”

Designing Geovisual Analytics Environments and Displays with Humans in Mind

“…In a complementary study that concerns itself with 3D and spatial thinking, Carbonell-Carrera and Hess-Medler (2019) [28] switch the context to education and provide new empirical evidence on the subject. Authors examine how engineering students use 3D visuospatial displays over two workshops in seven tasks along with 18 exercises regarding relief interpretation based on topographic map assessment (TMA) test.…”

“…Compared to the baseline topographic maps, the authors demonstrate that a 3D software environment improves operation as well as comprehension. Carbonell-Carrera and Hess-Medler (2019) [28] interpret their observations that an "easy to use" 3D software environment helps in developing better geospatial thinking and is useful in teaching and learning.…”