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ISPRS Int. J. Geo-Inf. 2019, 8(2), 65;

3D Landform Modeling to Enhance Geospatial Thinking

Departamento de Técnicas y Proyectos en Ingeniería y Arquitectura, Área de Ingeniería Cartográfica, Geodésica y Fotogrametría, Universidad de La Laguna, Escuela Politécnica Superior de Ingeniería, Sección Ingeniería Agraria, Carretera General de Geneto, 2. La Laguna, Tenerife, Islas Canarias 38071 922 318521, Spain
Departamento de Psicología Clínica, Psicobiología y Metodología, Área de Metodología de las Ciencias del Comportamiento, Universidad de La Laguna, Sección de Psicología y Logopedia, Facultad de Ciencias de la Salud, Campus Guajara, La Laguna, Tenerife, Islas Canarias, 38071, Spain
Author to whom correspondence should be addressed.
Received: 23 October 2018 / Revised: 17 January 2019 / Accepted: 27 January 2019 / Published: 29 January 2019
(This article belongs to the Special Issue Human-Centered Geovisual Analytics and Visuospatial Display Design)
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Geospatial thinking is essential to the visualization–interpretation processes of three-dimensional geographic information. The design of strategies for the interpretation of the Earth’s surface which allow the development of students’ geospatial thinking poses a challenge in higher education. In geospatial education, we often see a practical approach where students are trained in specific GIS and/or geotechnologies. However, in the first stages of geospatial education, geographic literacy and geospatial thinking processes can be supported better through easy-to-use technologies. In this paper we show the results of two workshops performed with engineering students using visuospatial displays in an easy-to-use 3D software environment. This teaching approach improved students’ geospatial thinking, measured using the Topographic Map Assessment (TMA) test—a battery of seven tasks related to relief interpretation along with 18 exercises. Participants also completed a questionnaire relating to the following usability topics: operation (application), improvement, implications for education, and understanding of the concepts related to relief interpretation. The results showed mean gains between 10.7% and 12.6% of the highest score for the TMA. This, together with the results of the questionnaire, confirms the usefulness of this teaching approach using easy-to-use 3D technologies for developing geospatial thinking. View Full-Text
Keywords: 3D technologies; geovisualization; geospatial thinking; landforms 3D technologies; geovisualization; geospatial thinking; landforms

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Carbonell-Carrera, C.; Hess-Medler, S. 3D Landform Modeling to Enhance Geospatial Thinking. ISPRS Int. J. Geo-Inf. 2019, 8, 65.

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