Abstract
Abstract. In this age of computer gaming, portable device video and high definition entertainment, students are exposed to sophisticated graphics and virtual reality every day. As a result, students arrive at universities with a high level of expectation and experience in visualization and 3D graphics. Traditional materials for education and outreach rely predominantly on two-dimensional displays of maps, photographs, data graphs/histograms and conceptual diagrams. Advances in geospatial technologies, including unmanned aerial systems and virtual/ augmented reality devices can be used to enhance and innovate instructional materials in classrooms from pre-K to graduate degree programs. This work reports on these technologies and the integration of the 3D Immersion and Geovisualization (3DIG) system at the Center for Geospatial Research at the University of Georgia, USA. We present system components, lessons learned during design and implementation of the system, and the incorporation of 3DIG into teaching, learning and research. Data flow is used as a multi-component system integrator and shows how interconnected and complementary technologies can provide hands-on and immersive experiential learning to students in the geosciences. System evaluation shows increased student interest/engagement and indicates that 3DIG facilitates the understanding of complex concepts.
Highlights
Students are increasingly visual learners and come to universities with a high level of expectation and experience in visualization strategies, including 3D graphics
Some of these technologies are progressively finding their way towards classrooms, materials for education and outreach in the geosciences rely predominantly on twodimensional displays of images, maps, photographs, data graphs and conceptual diagrams
Because of the use of cutting-edge technologies, increased interest may be identified involving STEM related fields, This paper summarizes the progress of efforts at the Center for Geospatial Research (CGR), Department of Geography, University of Georgia, United States, to bring together multiple technological components for cutting-edge data acquisition, virtual/augmented reality and geovisualization for enhanced Earth Science teaching and learning
Summary
Students are increasingly visual learners and come to universities with a high level of expectation and experience in visualization strategies, including 3D graphics. Because of the use of cutting-edge technologies, increased interest may be identified involving STEM related fields, This paper summarizes the progress of efforts at the Center for Geospatial Research (CGR), Department of Geography, University of Georgia, United States, to bring together multiple technological components for cutting-edge data acquisition, virtual/augmented reality and geovisualization for enhanced Earth Science teaching and learning. With this project we aim to incorporate and test the proposed technologies in traditional lectures and instructional materials to facilitate student learning and understanding of hard to grasp concepts.
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