Geographical Concepts Research Articles

THE USE OF ARTIFICIAL INTELLIGENCE, VIRTUAL AND AUGMENTED REALITY IN TEACHING GEOGRAPHY IN SECONDARY SCHOOL

In today's innovative education, artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) technologies are increasingly emerging as powerful tools to enhance the learning experience, especially in the teaching of geography in primary schools. This research explores how these technologies are being used to improve geography teaching and stimulate students' interest. AI brings personalised learning where content is adapted to individual learners' needs. Easier access to information, better visualisation of content, and help with analysis and interpretation make learning more accessible for students. At the same time, the ease of recreating content and the help in tracking individual learners' progress allows teachers to adapt learning strategies better and provide additional resources according to individual needs. VR and AR technologies help to create more interactive and realistic learning environments. Virtual reality allows learners to experience geographical phenomena more directly, while augmented reality complements the real world with digital information that can enrich the understanding of geographical concepts. These technologies focus on creating interactive content, virtual field trips, simulations of natural phenomena, and encouraging student participation and interest. The study also discusses challenges and solutions related to introducing AI in school geography, such as access to technology, teacher training and professional development, curriculum adaptation and ethical dilemmas. AI, VR and AR technology enable a new, at least in Slovenia, technologically sophisticated approach to teaching geography in primary schools. It encourages students to explore, interact and better understand complex geographic content. Keywords: geography education, artificial intelligence, virtual reality, augmented reality, interactive content

Quantitative physics-physiology relationship modeling of human emotional response to Shu music.

Music perception is one of the most complex human neurophysiological phenomena invoked by sensory stimuli, which infers an internal representation of the structured events present in a piece of music and then forms long-term echoic memory for the music. An intrinsic relationship between the basic acoustic property (physics) of music and human emotional response (physiology) to the music is suggested, which can be statistically modeled and explained by using a novel notion termed as quantitative physics-physiology relationship (QPPR). Here, we systematically analyzed the complex response profile of people to traditional/ancient music in the Shu area, a geographical concept located in the Southwest China and one of three major origins of the Chinese nation. Chill was utilized as an indicator to characterize the response strength of 18 subjects to an in-house compiled repertoire of 86 music samples, consequently creating a systematic subject-to-sample response (SSTSR) profile consisting of 1,548 (18 × 86) paired chill elements. The multivariate statistical correlation of measured chill values with acoustic features and personal attributes was modeled by using random forest (RF) regression in a supervised manner, which was compared with linear partial least square (PLS) and non-linear support vector machine (SVM). The RF model exhibits possessed strong fitting ability (r F 2 = 0.857), good generalization capability (r P 2 = 0.712), and out-of-bag (OOB) predictability (r O 2 = 0.731) as compared to SVM and, particularly, PLS, suggesting that the RF-based QPPR approach is able to explain and predict the emotional change upon musical arousal. It is imparted that there is an underlying relationship between the acoustic physical property of music and the physiological reaction of the audience listening to the music, in which the rhythm contributes significantly to emotional response relative to timbre and pitch. In addition, individual differences, characterized by personal attributes, is also responsible for the response, in which gender and age are most important.

Pre-service geography teachers’ conceptual understanding of contours on maps: implications for teacher training in cartography

ABSTRACT Developing young people’s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers’ understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

지리교육에서 FPV 드론을 활용한 창의적 학습 전략 탐구 : 예비 교사를 대상으로 한 적용 사례 연구

FPV drones are unmanned aerial vehicles equipped with cameras that allow the operator to view real-time video feed from the drone's perspective while controlling it. These drones open new possibilities in educational settings, particularly in promoting creative learning in geography education. This study explores creative learning strategies using FPV drones, where pre-service teachers collected and analyzed spatial data in real time to gain a deeper understanding of geographical concepts and spatial awareness. To achieve this, 42 pre-service teachers participated in practical activities conducted in Marine City and Cheongsapo in Busan, where they explored and analyzed actual terrains through drones, gaining immersive and practical problem-solving experiences that are difficult to achieve through traditional learning methods. The results of the study indicate that learning with FPV drones significantly enhanced geographic reasoning and spatial awareness, confirming that such tools are effective not only in geography education but also in promoting creative learning across various educational fields. In conclusion, this study suggests that FPV drones can play a crucial role in educational innovation and serve as valuable resources for the development and implementation of technology-based learning strategies in the future.

The Effects of Using Digital Technologies on High School Geography Learning

In recent years, the integration of digital technologies into educational practices has become a focal point for enhancing student learning experiences across various subjects, including Geography. Following this trend, the present study investigates the effects of digital technology use on high school Geography education by comparing traditional teaching methods with modern, digitally enhanced approaches. Thus, the main aim of the paper was to evaluate whether digital tools such as interactive maps, 3D simulations, and augmented reality can improve student engagement and academic performance in geography classes. A quasi-experimental research design was employed, involving quantitative analyses of student performance data before and after the intervention. The study sample consisted of 50 high school students divided into two groups: one taught using traditional methods and another exposed to digital learning environments. Curricular Geography tests were administered to the two groups, along with surveys and interviews, to assess differences in academic outcomes and engagement levels between the two groups. The findings indicate that students in the digital learning group outperformed their peers in the traditional setting, achieving higher test scores. This may be attributed to the use of interactive digital tools, which facilitated a deeper understanding of geographical concepts and promoted active participation in the learning process. However, the study also highlights challenges such as unequal access to technology and the necessity for ongoing teacher training to effectively implement digital resources. These conclusions and insights have led to several important implications for education. The positive impact of digital learning tools suggests that educational systems should consider integrating more technology into the curriculum to enhance learning outcomes.

Photovoice and community-based fieldwork of preservice geography teachers: a photovoice project exploring stakeholders’ positions on social and spatial issues

This study examines methods/measures by which instructors can understand students’ experiences and empirical achievements using photovoice. The participants in this study are preservice geography who took the “Geographical Fieldwork 2” course. During the semester course, a photovoice project to investigate the conflicts among stakeholders around the university over the construction of a mosque was conducted by participants. Thus, participants individualized geographical concepts and topics learned in the classroom (for example, discrimination and stereotypes, inclusion and exclusion, land price and redevelopment, racism, difference and diversity, and global citizenship and multicultural citizenship.) in an effective way using the photovoice project in their residents. The participants’ experiences assimilated or accommodated their schema. Thus, this study identified four positive benefits of using photovoice as a measure for geographical fieldwork.

Scale dimensions in public participation GIS: an overview for planning and research

Questions of spatial scale infiltrate Public Participation GIS (PPGIS) in multiple phases of the data collection from the design of a PPGIS survey to the use of the produced spatial knowledge. This paper provides an overview on how spatial scale and scale effects influence the use of PPGIS tools and the validity and usability of the spatial data they produce. The paper approached scale from two complimentary perspectives: as a concept in human geography and as an attribute of cartographic representation in geographic information science. This discussion is organized around three main viewpoints on scale and PPGIS, namely (1) scale in data collection denoting the geographic extent of the study area and the study population, (2) scale in survey design manifested in technical issues, cartographic representation, usability, and design of the mapping activities, and (3) scale and scale effects in the analysis of PPGIS data and the production of spatial knowledge. Together, these views on scale outline the main scale-related issues to consider when planning a PPGIS survey or working with secondary PPGIS data.

The Evaluation of Metaphoric Perceptions of the Concept of “Geography” by Geography Teacher Candidates

This study was carried out to reveal the metaphors by geography teacher candidates about the concept of “Geography.” The data of the study were collected with qualitative research method and the study was carried out on the pattern of phenomenology. The data were subjected to content analysis. In order to determine the students’ perceptions about the concept of geography, a semistructured form was prepared, and this form included the sentence of “Geography is like a/an ..........., because ........” Students were asked to complete this sentence in the form. When the findings of the study were evaluated, it was seen that 86 valid metaphors had been produced by the students. These metaphors were coded in terms of their common features and 8 different conceptual categories were created. The prominent ones of these categories were “Geography as the source of discovery and learning,” “Geography as the source of diversity,” “Geography as similar to humanity,” “Geography as the source of peace and acceptance,” and metaphor numbers and frequencies of these categories were high.

America as a Metaphor for Suffering Consciousness in Dostoevskii’s Fiction and Non-Fiction Works

Dostoevskii’s journalistic writings exhibit America as a dangerous place of deception and seduction, a response to the role of America in the political consciousness of his day. At the same time, America appears in nearly all his major novels, including characters who threaten to “flee to America” and, in the case of Shatov and Kirillov from Demons, actually do. For Dostoevskii, the idea of “running off to America” elicits a dual symbolism: America was far enough away from Russia to enact a complete severing of roots (and, by extension, to serve as a metaphor for suicide), while also being profoundly dangerous in the closeness of the kinds of comparisons that could be drawn between Russian and American realities. In his fiction, America is more than a geographical concept; it serves as a reliable testing ground for suffering consciousness—for the intense self-reflection and repeated process of cognitively collecting the self for which Dostoevskii’s novels are so widely appreciated. In this article we trace the role of America across Dostoevsky’s body of work and across levels of literary discourse, with a focus on America as an occasion for philosophical reflection in the Kirillov-Shatov plotline in Demons. We highlight how the theme of America can bring one of the most complex and enduring questions of Dostoevskii’s work—the relationship between his journalistic and literary voices—into fuller relief, while also elucidating the narrative significance of America for the suffering consciousness and self-reflection so vital to his literary worlds.

Dennis DIJKZEUL and Margit FAUSER (eds.), Diaspora Organisations in International Affairs (Oxon, Routledge, 2020)

Diasporas and their organisations, which traditionally aimed to serve their interest in the homeland and abroad, have long been studied under several social science disciplines, such as anthropology, sociology, political science, and geography. At the beginning of the 2000s, for instance, human and political geographers started to focus on diaspora realizing that it is a geographical concept, which addresses various geographical themes such as dispersion, boundaries, territory (as homeland), and identity. The “geographical turn” contributed to the concept theoretically, and also to transnationalism and migration studies empirically by which cases were reconsidered through the lens of geographical concepts, such as space, place, and time. Similar to geographers’ arguments, diaspora organisations (DO) -as a distinct form of collectivity- and their activities are very relevant to what we study in International Relations (IR), especially when it comes to exploring DOs’ role that transcends state borders in development, human rights, conflict, and peace. In that regard, attempts to introduce novel contributions from various disciplines have the potential to significantly enhance our comprehension of the theory of diaspora and its associated organizations.

Geospatial Representations of COVID-19: Evidential Relevance of Medical Geography for Health and Wellness

The significant role of geospatial techniques in the evaluation of COVID-19 dynamics in the last year is reviewed in this work. The application of geographical concepts, quantitative techniques and geographical methods is not a new approach but a well-established branch of geography called medical geography. This contribution presents how implementation of geospatial representation and geographical analysis has been used to understand the spread and patterns of COVID-19. It emphasises the need for the relevance of this branch of geography in our society and argues for the rejuvenation or introduction of medical geography in countries or institutions where the discipline is lacking. The principles and concepts of medical geography have served the medical field and society well during this pandemic. While there may have been limited interest among researchers and academia in geography on this area of specialisation, recent attention given to its principles in addressing the issue of COVID-19 should serve as strong motivation to revitalise this sub-field where needed. Development of medical and/or health geography has the potential to contribute to a healthy society and nation.

The Effectiveness of Combining the Information Gap Strategy and Random Stimulation in Developing Geographical Concepts and Visual Thinking Skills Among Third-Year Middle School Female Students

The study was to identify the effectiveness of blending my strategy information gap and random excitement in the development of geographical concepts and optical thinking skills, the problem was identified in the following question: What is the effectiveness of blending my strategy information gap and random excitement in development geographical concepts and optical thinking skills for third-year middle school students? The semi-experimental approach was used with tribal / post-design on a sample of (62) female students third-year middle school students, they were randomly selected, as was the preparation of tools for data collection in the directory of the selected unit, and list for geographical concepts and optical thinking skills, and my test one of them for geographical concepts and the other optical thinking skills. Their validity and reliability were tested, after the experiment is over the data has been analyzed, the results of the study reached effectiveness to use blending my strategy information gap and random excitement in development geographical concepts and optical thinking skills for the experimental group.

Analisis Persebaran Kegiatan Ekonomi Unit Usaha Mikro Kecil dan Menengah (UMKM) Kelurahan Sukapada

This research was conducted to analyze the distribution factors of UMKM in the Sukapada Subdistrict area, Bandung City. One of the author's considerations was to make UMKM in the Supada Subdistrict area the object of research because they have diverse geographical conditions. This research uses descriptive and spatial methods. Data was collected through field surveys using the Avenza Maps application and interviews with 5 UMKM actors. The research results show that the distribution of UMKM in Sukapada Subdistrict is uneven. Factors that influence the distribution of UMKM in Sukapada Subdistrict include geographic concepts such as location, distance, affordability and morphology. UMKM that are located in strategic locations, close to city centers or markets, have easier access to consumers and suppliers, so they have a higher chance of success. Internal and external factors within entrepreneurs such as business capital, skills, access to information, government policies, infrastructure and competition also influence the distribution of UMKM. The results of this research can help the government in formulating appropriate policies to support the development of UMKM in Sukapada Village.

Penggunaan Kata Tidak Baku dalam Penyampaian Konsep Geografi di Media Sosial

The use of social media has become an important part of our lives, including in the development of geographic science. However, we often see that there are many uses of non-standard words in conveying geographic concepts on social media which can interfere with the effectiveness of conveying information and understanding geographic concepts. The aim of this research is to increase students' understanding of the importance of learning and understanding non-standard language terms in social media. This research uses quantitative research methods by distributing questionnaires to geography education students at Medan State University. The results of the research conducted show that geography education students have a positive view of the use of non-standard words on social media because they can increase students' understanding and interest in learning about geographic concepts.

Movement refrains of people with visual impairments: A post-phenomenological geography beyond space and place

Abstract The paper intervenes in current discussions within post-phenomenological geography. It analyzes the movement of people with visual impairments in order to develop an approach to post-phenomenology that emphasizes the in-betweenness of bodies in motion. Our perspective differs from phenomenological (and humanistic) geographies and from post-phenomenological geographies that are rooted in object-oriented ontology. They both rely on the differentiation between space and place, accept pointillism, treat places as points in space, time as exclusively chronological, and bodies as beings, not becomings. We analyze data from interviews with people with visual impairments. We first consider their movement through the perspective of humanistic (particularly phenomenological) geography. After acknowledging the limits of this approach, we turn to our actualized conception of post-phenomenological geography, which draws on Deleuze’s concepts of movement, path, refrain, and involuntary memory. With this conceptual repertoire, we go beyond the space-place dichotomy and highlight the in-betweenness and virtuality of movement. We explore difference-producing repetitions, which are constituted through refraining into paths. Our approach conceptualizing movement as “refraining into paths” is instrumental to studying the movement of people with visual impairment: It helps to dispute ableism, and it enriches the current discussion about post-phenomenological geography in its insistence on relations and becoming.

Comparing thematic and search term-based coding in understanding sense of place in survey research

Sense of place is a fundamental concept in human geography, yet challenging to measure given its intangibility and idiosyncrasy. Meanwhile, there are increasing opportunities for social scientists to utilize big data and automated approaches to data analysis, albeit with some wariness, but few researchers directly compare automated to manual analysis in the context of sense of place. This study applies two analytical approaches to a survey question on sense of place: semi-automatic search term analysis around semantic fields, and inductive thematic analysis. Results show high agreement between the approaches, with more tangible aspects of place (recreation) better correlated than more abstract concepts (appreciation). Variation mainly relates to the ability of inductive coding to address false negatives, implied meaning, or obscure search terms. This demonstrates the potential value of hybridizing to improve the accuracy of a search term-based approach, and overcome the limitations, such as subjectivities, of one analytical approach.

Menjelajahi Geografi melalui Pembelajaran Berbasis Proyek: Integrasi Pengukuran dan Pemetaan dalam Pembuatan Maket

Project-based learning has been implemented at Karangturi High School in Geography teaching for 10th-grade students, covering basic geography concepts and basic mapping materials. This project involves collaboration with the Physics subject in the measurement material. The focal point of this project is the creation of a school garden scale model, starting with direct field measurements as part of outdoor learning implementation. The dimensions of the garden are then calculated using a predetermined scale, and the garden model is constructed accordingly. This approach not only introduces basic geography concepts and basic mapping but also integrates physics concepts in measurement and scale. Through this project, students not only learn theory but also apply it directly in real-world contexts, enhancing their understanding of geography concepts and practical skills such as measurement and model making. Research findings indicate that this project-based learning in Geography is effective in improving students' understanding of basic geography concepts, basic mapping, and measurement, as well as enhancing their engagement and learning motivation. Practical implications of this research suggest that project-based learning approaches can be beneficial strategies in enhancing the effectiveness of Geography education in high schools, by integrating various subjects and encouraging active student engagement through engaging and relevant learning experiences.

Territory, Place, Flow, and Scale: Spatial Analysis in the IPE of Trade

ABSTRACT We assess the presence and use of the geographical concepts of territory, place, flow, and scale in the International Political Economy (IPE) literature on trade. While IPE scholars have arguably responded somewhat to earlier calls to embrace geography, the uptake remains limited. Relatively few articles incorporate such concepts explicitly and tend to ignore critical scholarship on these ideas. After summarizing the theoretical dimensions of territory, place, flow, and scale in geography, we analyze publications in six leading political science/IPE journals from 2010 to 2022 to identify articles related to trade that draw on one or more of these four concepts. Using a mix of quantitative text analysis and close qualitative readings of selected articles, we find that IPE scholars occasionally use territory, flow, and scale explicitly, but more often their use is implicit. In contrast, place is used rarely, only implicitly, but perhaps offers the greatest opportunity to frame new questions in studies of trade. More generally, we conclude that explicit attention to these four concepts and their use in critical geography scholarship, would help to develop richer, more critical IPE approaches.

Improving Student Learning Outcomes by using Blog Media in Geography Subjects

Purpose of the study: This research aims to improve student learning outcomes by using blog media. The background of this research is that learning is still teacher-centered, more teachers only use the lecture method, and do not use learning media. Students are less enthusiastic when studying geography, they often fall asleep in class. This causes low student learning outcomes, so the method used to overcome this problem is to use blog media. Methodology: The method used in this research is Classroom Action Research with a sample of 34 class XI high school students. The instruments used were lesson plans, observation sheets, interview sheets and geography learning results tests. This research was conducted at Senior High School Nusantara. Main Findings: Theresearch results showed that student learning activities experienced significant changes and the average N-Gainin cycle I was 0.33 and increased to 0.52 in cycle II. Based on these results, it can be proven that the use of blog media is effective in improving geography learning outcomes Novelty/Originality of this study:In an effort to enrich the learning process, this research allows the use of blog media as an innovative tool. By integrating information and communication technology through blogs, it is hoped that it can create a more dynamic and interactive learning environment. The focus of this research is not only on technological aspects, but also on the impact of using blog media on students understanding and involvement in understanding geographical concepts.

Map retrieval intention recognition based on relevance feedback and geographic semantic guidance: For better understanding user retrieval demands

Effective retrieval is essential for finding resources in demand handily amidst extensive data records in data warehouse. Mainstream map retrieval methods suffer from intention gap problem and are incapable to describe sophisticated user demands precisely due to the limits of low- and middle-level text or visual feature matching, resulting in unsatisfactory retrieval results. Such limitations are more marked when map retrieval demands were characterized with joint constraints of geographic concepts. To address this issue, we propose a map retrieval intention recognition method to perceive user demands with relevance feedback samples and geographic semantics guidance. Specifically, we construct a hierarchical intention expression model to describe retrieval goals and their multi-dimensional attribute constrains; incorporate geographic ontologies to provide semantic guidance and facilitate recognition; utilize the frequent itemset mining (FIM) algorithm Apriori to generate intention candidates from relevance feedback samples, and search for the optimal intention set by adopting the minimum description length (MDL) principle. The experiments verify the effectiveness of Apriori algorithm and MDL principle on intention recognition. The proposed method outperforms the FIM algorithm Gene Ontology (RuleGO) and the Decision Tree algorithm with Hierarchical Features (DTHF) with higher recognition accuracy and noise tolerance. Furthermore, through our sample augmentation strategy, the method yields promising recognition accuracy even when the feedback sample size is as low as ten, substantially reducing the feedback burden in human-computer interactions. We envision that the application of our method in spatial data infrastructures (SDIs), such as geoportals and catalogue services, could enhance the quality of service and user experience in geospatial data discovery.