Geospatial Visualization

亚利桑那州立大学正在探索视觉表征在学生学习地质学本科课程中的作用。本研究调查了学生如何与三种不同类型的表现形式互动并从中学习：教科书图形、3D虚拟环境和地质系统的注释草图。研究的第一部分涉及学生如何与地质入门教材中的图形互动，重点关注不同类型的图形、图形与文本的整合程度以及学生背景和能力的差异如何影响交互。第二个组件调查学生与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gewall。第三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视觉表现形式之间的概念桥梁，以及对地球科学概念和过程的更深入理解。这项研究的结果有望帮助教师检查可视化表示在地球科学学习中的作用，并制定更有效的地球科学教学策略。项目团队正在开发示范性课程材料，明确帮助学生和教师实施这些策略。

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.