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Comparative usability of an augmented reality sandtable and 3D GIS for education / Antoni B. Moore in International journal of geographical information science IJGIS, vol 34 n° 2 (February 2020)  

Public [article]  inInternational journal of geographical information science IJGIS > vol 34 n° 2 (February 2020) . - pp 229 - 250 Titre : Comparative usability of an augmented reality sandtable and 3D GIS for education Type de document : Article/Communication Auteurs : Antoni B. Moore, Auteur ; Benjamin Daniel, Auteur ; greg Leonard, Auteur ; et al., Auteur Année de publication : 2020 Article en page(s) : pp 229 - 250 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Systèmes d'information géographique [Termes IGN] enseignement supérieur [Termes IGN] hydrologie [Termes IGN] modèle numérique de terrain [Termes IGN] modélisation 3D [Termes IGN] Nouvelle-Zélande [Termes IGN] réalité augmentée [Termes IGN] réalité de terrain [Termes IGN] réalité virtuelle [Termes IGN] sable [Termes IGN] test de performance Résumé : (auteur) Augmented Reality (AR) sandtables facilitate the shaping of sand to form a surface that is transformed into a digital terrain map which is projected back onto the sand. Although a mature technology, there are still few instances of sandtables being used in surface analysis. Fundamentally there has not been any reported formal assessment of how well sandtables perform in an educational context compared to other conventional learning environments. We compared learning outcomes from using an AR sandtable versus a conventional 3D GIS to convey key concepts in terrain and hydrological analyses via usability and knowledge testing. Overall results from students at a research-intensive New Zealand university reveal a faster task performance and more learning satisfaction when using the sandtable to undertake experimental tasks. Effectiveness and knowledge quiz results revealed no significant difference between the technologies though there was a trend for more accurate answers with 3D GIS tasks. Student learning wise, the sandtable integrated core concepts (especially morphometry) more effectively though both technologies were otherwise similar. We conclude that sandtables have high potential in geospatial teaching, fostering accessible and engaging means of introducing terrain and hydrological concepts, prior to undertaking a more accurate and precise surface analysis with 3D GIS. Numéro de notice : A2020-028 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE/INFORMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1080/13658816.2019.1656810 Date de publication en ligne : 27/08/2019 En ligne : https://doi.org/10.1080/13658816.2019.1656810 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=94481 [article]