Centre de documentation
scientifique

Augmented reality as a digital teaching environment to develop spatial thinking / Carlos Carbonell-Carrera in Cartography and Geographic Information Science, Vol 44 n° 3 (May 2017)  

Public [article]  inCartography and Geographic Information Science > Vol 44 n° 3 (May 2017) . - pp 259 - 270 Titre : Augmented reality as a digital teaching environment to develop spatial thinking Type de document : Article/Communication Auteurs : Carlos Carbonell-Carrera, Auteur ; Luis Alberto Bermejo Asensio, Auteur Année de publication : 2017 Article en page(s) : pp 259 - 270 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Termes IGN] analyse spatio-temporelle [Termes IGN] compétence [Termes IGN] formation [Termes IGN] géovisualisation [Termes IGN] modèle numérique [Termes IGN] réalité augmentée [Termes IGN] représentation du relief [Termes IGN] représentation mentale spatiale [Vedettes matières IGN] Géovisualisation Résumé : (auteur) Digital three-dimensional (3D) cartography environments provide new ways of landscape visualization and topographic interpretation: digital terrain modeling (DTM) is added to the traditional cartographic technique, where relief interpretation skill is needed to interpret 3D topographic information from 2D representations. The emergence of augmented reality (AR) technology for DTM representation offers a new way to develop map-reading skills. It is in the representation of the landforms (hills, dunes, depths, valleys, mountains, shapes, slopes, and elevations) where the AR allows a new way to interact with the landscape representation. Once AR technology is combined with tablet computers, the manipulation of DTM can be done by finger gestures. This paper analyzes the potential of AR as an innovative teaching tool to improve relief interpretation skill based on the results of a workshop with 73 engineering students from La Laguna University, Spain. Participants performed exercises with 2D traditional techniques of relief representation and with AR. To compare the effect with and without AR, another group of 22 students conducted the workshop with only 2D relief representations. The gain was significantly better with the AR group; students who did not use AR had also a significantly better result, but their scores were still lower. Numéro de notice : A2017-210 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article DOI : 10.1080/15230406.2016.1145556 En ligne : http://dx.doi.org/10.1080/15230406.2016.1145556 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=85048 [article]

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
032-2017031	RAB	Revue	Centre de documentation	En réserve L003	Disponible