Augmented Reality and Mobile GIS as Tools for Teaching Data-collection in the Context of Forest Inventories

Mund, Jan‐Peter; Müller, Susanne

doi:10.1553/giscience2019_02_s129

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…Secondly, we took away from our experience that a project like this should also think about how we can access schools directly. Mund and Müller (2019) report how difficult it can be to integrate AR-supported learning offers into the regular classroom. We are taking this as a mission and intend to create AR-enhanced learning materials that can be used regardless of time and place.…”

Section: Discussion and Outlookmentioning

confidence: 99%

An Augmented Reality Learning Environment for Informal Geoinformatics Education

Buchner¹,

Jeremias²,

Kobzare³

et al. 2021

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In this paper, we describe an interactive learning environment for geoinformatics enriched by Augmented Reality (AR) that was designed by researchers and practitioners using a design-based research approach. In total, four AR modules were developed to engage learners physically, cognitively and emotionally in the learning process. AR is thus used not merely as a visualization technology, but also to initiate and scaffold learning activities. To address the known challenges of learning with AR, we designed our learning environment to be used by teams of students. This can counteract the problem of cognitive overload, or frustration due to technical problems. We examined our technological and pedagogical framework in an evaluation with 12 learners. The results show that our design did not lead to cognitive overload; technological aspects, such as usability, were also evaluated positively. However, we also detected possible improvements to our design, such as using AR glasses to free the hands for task completion. Overall, it was shown that AR is a good way to expand traditional learning opportunities with digital ones and to enable holistic learning experiences.

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Section: Discussion and Outlookmentioning

confidence: 99%

An Augmented Reality Learning Environment for Informal Geoinformatics Education

Buchner¹,

Jeremias²,

Kobzare³

et al. 2021

giforum

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“…Czech et al (2019) also implemented BL in which video‐based web lectures were complemented in their classroom. Mund and Müller (2019) employed BL for teaching spatial data collection using Mobile GIS. Jakab et al (2016) implemented an inquiry‐based BL for teaching GIS by integrating several key technical systems, including a learning management system, a desktop GIS, a global positioning system, and a GIS server.…”

Section: Introductionmentioning

confidence: 99%

Complex adaptive blended learning for higher GIS education: A theory‐driven pedagogy moving forward after the pandemic

Yan,

Feng,

Leong

2023

Transactions in GIS

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None of the prior studies implementing blended learning (BL) for GIS education has explored pedagogical theories to support BL design, and none coupled blended GIS learning practice with theories. Based on the theoretical framework of complex adaptive blended learning system (CABLS), this article presents a holistic and systematic view of BL for higher GIS education (termed as CABLS‐GIS), where its key components are tightly integrated as an integral whole. The framework was implemented for an introductory‐level GIS course to empirically evaluate the effectiveness of a BL design from students' perspectives. Most students involved in the implementation agreed that the BL enhanced their learning outcomes. They were mostly positive about the BL and motivated to use the BL materials. Incorporating more BL materials, especially practical ones, and active learning activities were suggested by them. A few negative comments about the BL suggested a thorough consideration of individual learners' characteristics.

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“…In the light of ongoing developments by the GIS Laboratory of the University for Sustainable Development Eberswalde, this article describes the creation of a practical 360° virtual forest tour (360° VFT), which can be used as a tool for teaching and project coordination in forestry education. With suitable AR solutions already available (Mund & Müller, 2019), the development of VR teaching methods is the next logical step. The scope of the article includes the practical integration of the technology for individuals and institutions interested in the possibilities that 360° VFTs have to offer.…”

Section: Introductionmentioning

confidence: 99%

Advantages of 360° Virtual Forest Tours to Supplement Academic Forestry Education

Foehrder¹,

Mund²,

Spathelf³

2021

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360° virtual forest tours (VFTs), created by state-of-the-art virtual reality technology, contribute to the progression of academic e-learning and forest management. The article proposes a conceptual framework for 360° VFT production and use to supplement field courses. Reflective insights into the authors' own learning process in the production of 360° VFTs, and a consideration of the general challenges of the medium are also presented. To conclude, the article summarizes the advantages of 360° VFTs for forestry education in an academic context.

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Augmented Reality and Mobile GIS as Tools for Teaching Data-collection in the Context of Forest Inventories

Cited by 5 publications

References 18 publications

An Augmented Reality Learning Environment for Informal Geoinformatics Education

An Augmented Reality Learning Environment for Informal Geoinformatics Education

Complex adaptive blended learning for higher GIS education: A theory‐driven pedagogy moving forward after the pandemic

Advantages of 360° Virtual Forest Tours to Supplement Academic Forestry Education

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