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Re-Dimensional Thinking in Earth Science: From 3-D Virtual Reality Panoramas to 2-D Contour Maps
Article

, , North Carolina State University, United States ; , Gulf Coast Community College at Panama City, United States ; , James Madison University, United States ; , University of North Carolina - Wilmington, United States

Journal of Interactive Learning Research Volume 19, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examines the relationship of gender and spatial perception on student interactivity with contour maps and non-immersive virtual reality. Eighteen eighth-grade students elected to participate in a six-week activity-based course called "3-D GeoMapping." The course included nine days of activities related to topographic mapping. At the end of the course, the students were required to locate the position of a photographer on a contour map by studying a 360-degree VR panorama assembled from images captured by the photographer. There were six different locations in the assessment. All student interactions with the VR panorama and contour map were recorded on videotape. Males tended to be more successful on some of the locations, and those students with better spatial perception abilities were able to determine the locations with fewer trials. Suggestions for software modification and additional research are included.

Citation

Park, J., Carter, G., Butler, S., Slykhuis, D. & Reid-Griffin, A. (2008). Re-Dimensional Thinking in Earth Science: From 3-D Virtual Reality Panoramas to 2-D Contour Maps. Journal of Interactive Learning Research, 19(1), 75-90. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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