Geospatial Google Street View with Virtual Reality: A Motivational Approach for Spatial Training Education

Abstract

Abstract:Motivation is a determining factor in the learning process, and encourages the student to participate in activities that increase their performance. Learning strategies supplemented by computer technology in a scenario-based learning environment can improve students' motivation for spatial knowledge acquisition. In this sense, a workshop carried out with 43-second year engineering students supported by Google Street View mobile geospatial application for location-based tasks is presented, in which participants work in an immersive wayfinding 3D urban environment on virtual reality. Students use their own smartphones with Google Street View application integrated in virtual reality (VR) 3D glasses with a joystick as locomotion interface. The tool to analyse the motivational factor of this pedagogical approach is the multidimensional measurement device Intrinsic Motivation Inventory with six subscales: interest, perceived competence, perceived choice, effort, tension, and value, measured on a seven point Likert scale. Scores in all subscales considered are above 4 on a scale of 7. A usability study conducted at the end of the experiment provides values above 3 on a scale of 5 in efficacy, efficiency and satisfaction. The results of the experiment carried out indicate that geospatial Google Street View application in Virtual Reality is a motivating educational purpose in the field of spatial training.

The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process

“…On the application of DVR/WVR (for simulations, digital games, and virtual worlds) in geography teaching and learning see List & Bryant, 2014;Luo et al, 2016;and Tüzün et al, 2009. Experimental studies (conducted on all levels of education) showed that IVR (with the use of HMDs) could have a positive influence on students' motivation and improve learning outcomes for various geographic contents and skills, such as: astronomy and mathematical geography (Hussein & Nätterdal, 2015;Madden et al, 2018), cartography and spatial orienta- Web and GIS technologies Source: Stojšić et al, 2018;based on: Huang et al, 2001 tion (Carbonell- Carrera & Saorín, 2017;Šašinka et al, 2019), climate change and ecological awareness (Bailenson, 2018;Markowitz et al, 2018), physical, social and regional geography -virtual field trips (Minocha et al, 2017;Vishwanath et al, 2017). More about when and how to use this technology in education, about ethical and safety issues and recommended time limit for the use of HMDs (up to 15 or 20 minutes) see Bailenson, 2018;Southgate et al, 2018;and Stojšić et al, 2019.…”

Evaluation of User Performance in Interactive and Static 3D Maps

“…Most of the recent user studies in cartography use either only static 3D maps or interactive 3D maps as stimuli, not both. Static stimuli have been used, for example, by Schobesberger and Patterson [9], Engel et al [18], Niedomysl et al [19], Popelka and Brychtová [20], Seipel [21], Popelka and Doležalová [22], Preppernau and Jenny [23], Rautenbach et al [24], Zhou et al [25], and Liu et al [26], whilst interactive stimuli have been used by Abend et al [27], Wilkening and Fabrikant [28], Treves et al [29], Špriňarová et al [30], McKenzie and Klippel [31], Carbonell-Carrera and Saorín [32], and Herman et al [33].…”

Hardware-Based Adaptive Terrain Mesh Using Temporal Coherence for Real-Time Landscape Visualization

“…It is essential for investigating and monitoring the most important geomorphological features of natural areas. The rich potential of 3D rendering is also utilized in areas that rely on geographical data, for example, evacuation planning [1], geospatial data exploration and analysis [2][3][4], navigation in urban areas [5,6], visualization of spatial data quality [7], educational games [8], and urban planning [9]. It is also possible to use the interaction between other digital information for 3D terrain rendering for disaster prediction and in (geographic) education.…”