Education in cartography: what is the status of young people’s map-reading skills?

Abstract

Due to recent technological progress, maps have become more popular than ever before. This is especially true for young people, who interact with these technologies on a daily basis. Therefore, it is essential that these potential map users possess sufficient knowledge and skills to process the content of cartographic products. A user study was conducted during which pupils (aged 11-18 years) and geography students (>18 years) had to solve a number of cartography questions using topographic maps. The data were analysed statistically, taking into account a number of potentially influencing factors (user characteristics) on the participants' results: age, gender, youth club membership, knowledge about the area, among others. The results show a rising trend in the pupils' scores with increasing age, which can be explained by education in cartography at school. Geography students perform much better, but no influence of any other user characteristics was detected. For pupils, knowledge about the area and gender might be considered as influencing factors. However, the detected influence of gender depends on the scoring system.

EEG & Eye Tracking User Experiments for Spatial Memory Task on Maps

“…To measure real time cognitive responses of map users, cartographers have hitherto implemented many methods in cartographic usability research such as eye tracking (ET), sketch maps, thinking aloud, interviews or questionnaires e.g., [6][7][8]. The cartographic eye-tracking research has focused on the interpretation of visual information while performing a complex visual and cognitive task e.g., [9,10], visual interaction with highly interactive interfaces e.g., [11], cognitive processes linked with visual search in maps e.g., [12], and learning and remembering the information presented via maps e.g., [4].…”

“…There is also a lack of empirical evidence on the users' cognitive processes involved in map tasks, especially on the sources of individual differences (i.e., expertise, gender, etc.) and the relationship between the organization of spatial thinking and geographic space e.g., [8,13,14].…”

Types of maps used as a stimuli in cartographical empirical research

“…2). The most common example of this solution is a topographic map with contours Ooms et al 2016). Using it as a stimulus is coherent with ecological validity (Carter et al 2008), as this type of map is commonly used, e.g.…”

“Are we losing our way?” Navigational aids, socio‐sensory way‐finding and the spatial awareness of young adults

“…More generally, a knowledge gap exists around how digital technologies mediate young people's way-finding, particularly in relation to their sensory engagements with place and forms of sociality that contribute to making it both navigable and meaningful. Ooms et al (2016) note how the growing ubiquity of map-related technologies, particularly through smartphones, means young adults need the skills to process and apply the cartographic information they see. However, the increasing use of smartphones among youth has spurred interest in how mobile digital technologies enable distinct forms of mobility, agency and visibility (Collins et al, 2013).…”

“…On this basis, the role of personal digital technologies in promoting and enabling young people's navigation, inhabitation and/or negotiation of spaces is a field suited to further investigation. Ooms et al (2016) note how the growing ubiquity of map-related technologies, particularly through smartphones, means young adults need the skills to process and apply the cartographic information they see. The importance of "location literacy" (cf.…”