Best practices on how to design Google Earth tours for education

Treves, Richard; Bailey, John E.

doi:10.1130/2012.2492(28)

Cited by 6 publications

(2 citation statements)

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“…Additionally, 360 • images or 360 • videos may be assembled in an application that does not illustrate a single model but represents a journey between different locations [24]. 3D models generated by scanners [24] or photogrammetry [25], for example, in addition to straight 3D modeling, and aerial photography are also suitable for complementing a 360 • -based application [26].…”

Section: Technical Variantsmentioning

confidence: 99%

360°-Based Virtual Field Trips to Waterworks in Higher Education

et al. 2021

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360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities.

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Section: Technical Variantsmentioning

confidence: 99%

360°-Based Virtual Field Trips to Waterworks in Higher Education

et al. 2021

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“…Secondly, it was thought that the realistic imagery would be more cognitively demanding for the subjects, which would increase the likelihood of the experiment producing significant results. The bias towards testing vertical camera views rather than the oblique ones follows the suggestion by Treves and Bailey (2012) that the virtual camera in map tours should not use an oblique angle unless there is a compelling reason to do so.…”

Section: Conceptual Framework and Experimental Designmentioning

confidence: 98%

What path and how fast? The effect of flight time and path on user spatial understanding in map tour animations

Treves

Skarlatidou

2017

Cartography and Geographic Information Science

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What path and how fast? The effect of flight time and path on user spatial understanding in map tour animations GI Science scholars have identified map tours as an important visualization type for communicating spatial information: map tours are animations where the virtual camera moves through space and are common on the web, mobile devices and television. Understanding how to enhance their effectiveness is timely because of recent, growing interest in virtual reality and animated map presentation tools such as Esri Story Maps TM and Google Earth TM tours. Despite this popularity, little empirical evidence exists about how people learn from map tours and how they should best be designed to improve effectiveness. This research is aimed at answering that need. An empirical study is described, which was designed to understand how virtual camera speed, path and dynamic tilting within a map tour influence subjects' ability to develop survey knowledge. The results of the experiment show that: paths encompassing overviews of the landscape improve the viewer's ability to build up survey knowledge; that tilting appears to have a much weaker effect; and that combining fast speed and a difficult path within a map tour increases the viewer's cognitive load. Esri story map TM ; Google Earth TM tour; empirical study; survey knowledge; zoom and pan.

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Teachable Moment: Google Earth Takes Us There

Williams

Davinroy

2015

Change: The Magazine of Higher Learning

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Best practices on how to design Google Earth tours for education

Cited by 6 publications

References 0 publications

360°-Based Virtual Field Trips to Waterworks in Higher Education

360°-Based Virtual Field Trips to Waterworks in Higher Education

What path and how fast? The effect of flight time and path on user spatial understanding in map tour animations

Teachable Moment: Google Earth Takes Us There

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