Augmenting the Landscape Scene: Students as Participatory Evaluators of Mobile Geospatial Technologies

Autor/inn/en	Priestnall, Gary; FitzGerald, Elizabeth; Meek, Sam; Sharples, Mike; Polmear, Gemma
Titel	Augmenting the Landscape Scene: Students as Participatory Evaluators of Mobile Geospatial Technologies
Quelle	In: Journal of Geography in Higher Education, 43 (2019) 2, S.131-154 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2019.1599332
Schlagwörter	Student Participation; Evaluators; Handheld Devices; Geographic Information Systems; Geography Instruction; Field Trips; Computer Software; Telecommunications; Video Technology; Geographic Location; Student Research; Undergraduate Students; Foreign Countries; Visual Aids; Maps; Computer Simulation; Visualization; Spatial Ability; Information Retrieval; Usability; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geography education; Geography lessons; Geografieunterricht; Exkursion; Telekommunikationstechnik; Studentenforschung; Ausland; Anschauungsmaterial; Map; Karte; Computergrafik; Computersimulation; Visualisation; Visualisierung; Räumliches Vorstellungsvermögen
Abstract	This paper provides a two-phase study to compare alternative techniques for augmenting landscape scenes on geography fieldtrips. The techniques were: a pre-prepared acetate overlay; a custom-designed mobile field guide; a locative media app on a smartphone; a virtual globe on a tablet PC; a head-mounted virtual reality display, and a geo-wand style mobile app. In one field exercise the first five techniques were compared through analysis of interviews and student video diaries, combined with direct observation. This identified a particular challenge of how to direct user attention correctly to relevant information in the field of view. To explore this issue in more detail, a second field exercise deployed "Zapp", a bespoke geo-wand-style app capable of retrieving information about distant landscape features. This was evaluated using first-person video and spatial logging of in-field interactions. This paper reflects upon the relative merits of these approaches and highlights particular challenges of using technology to mimic a human field guide in pointing out specific aspects of the landscape scene. We also explore the role of students acting as design informants and research co-participants, which can be mutually beneficial in promoting a critical appreciation of the role of technology to support learning about the landscape. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01