Geospatial Visualization

亚利桑那州立大学正在探索视觉表征在本科地质学课程学生学习中的作用。本研究探讨学生如何互动，并从三种不同类型的表示：教科书的数字，三维虚拟环境，地质系统的注释草图学习。研究的第一部分涉及学生如何与地质学导论教材中的图形进行互动，重点关注不同类型的图形，图形与文本的融合程度以及学生背景和能力的差异。第二个组件研究学生与2D和3D虚拟环境的交互，例如地图上3D地形的静态描绘，各种类型的交互式动画和沉浸式3D环境，例如GeoWall。第三个组成部分探讨了注释草图（概念草图）在地球科学学习和教学中的作用，特别是使用草图作为其他两种类型的视觉表示和更深入地理解地球科学概念和过程之间的概念桥梁。本研究的结果将有助于指导教师研究视觉表征在地学学习中的作用，并制定更有效的地学教学策略。该项目小组正在开发示范教材，明确帮助学生和教师实施这些战略。

Arizona State University is exploring the role of visual representations in student learning in undergraduate geology courses. This study investigates how students interact with, and learn from, three different types of representations: textbook figures, 3D virtual environments, and annotated sketches of geologic systems. The first part of the research involves how students interact with figures in introductory geology textbooks, focusing on how the interaction varies for different types of figures, for the degree of integration of figures and text, and for differences in the background and abilities of the student. A second component investigates student interactions with 2D and 3D virtual environments, such as static portrayals of 3D terrains on maps, various types of interactive animations, and immersive 3D environments, such as the GeoWall. A third component explores the role of annotated sketches (concept sketches) in geoscience learning and teaching, especially the use of sketches as a conceptual bridge between the other two types of visual representations and a deeper understanding of geoscience concepts and processes. The results from this research is expected to help instructors examine the role of visual representations in geoscience learning and develop strategies for more effective geoscience teaching. The project team is developing exemplary curricular materials that explicitly help students and instructors implement these strategies.