Design and assessment of a geographic visualization tool to support earth science learning英文

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1、DesignandassessmentofageographicvisualizationtooltosupportearthsciencelearningMarkHarrowerAlanMacEachrenAmyL.GriffinGeoVISTACenter,ThePennsylvaniaStateUniversity,302WalkerBuilding,UniversityPark,PA16802-5011,USAmah282@psu.edu;alan@geog.psu.edu;alg207@psu.eduABSTRACTThispaperreportsonthedevelopme

2、ntandassessmentofananimatedandinteractivegeovisualizationenvironmentandonimplicationsofthisenvironmentforlearningaboutspatiotemporalprocesses.Thisenvironment,theEarthSystemVisualizer(ESV),isdesignedtofacilitatelearningaboutglobalweather.OurgoalsindesigningESVwere(1)toevaluatetwoexploratoryspatia

3、ldataanalysis(ESDA)techniques:temporalbrushingandtemporalfocusingand(2)todeterminewhetheraninteractivegeovisualizationenvironmentinfluencedproblemsolvingstrategies,approachestolearning,andstudents’abilitytogeneratehypothesesaboutearth-scienceprocesses.Focusgroupsessionswereconductedwithbothexper

4、tandnoviceuserstoassessaninitialdesignfortheESVinterfacepriortoconductingatask-basedassessmentofESVuse.Changeswereimplementedinresponsetothefocusgroupresults,includingtheredesignofatemporallegendandimprovedspeedanddirectioncontrols.Ourtask-basedassessmentconsideredstudentreactionstocomponentsoft

5、heESV,whethertheESVcouldbeusedbystudentstoanswerobjectivequestionsaboutglobalscaleweatherprocesses,andwhetherthesystem(particularlyitsfocusingandbrushingtools)hadanimpactonhypothesesgeneratedaboutrelationshipsamongweathervariables.Theassessmentrevealedthatfocusingandbrushinghadlittleimpactonstud

6、ents’abilitytoansweraseriesofobjectivequestions.Performancesufferedforstudentswhowereconfusedbythefocusingandbrushingtools.Infact,studentswithoutthetoolsperformedbetterthandidthosewhowereconfusedbythetools,butstudentswhounderstoodthetoolsperformedthebest.Wealsoconcludedthatthelevelofthevisualiza

7、tionsystemmustbewellmatchedtotheknowledgeleveloftheuserabouttheapplicationdomain:studentswhoalreadypossessedanadvancedunderstandingofmeteorologyorclimatologybenefitedlessandweremorecriticalofthesystemthanstudentswithaninterm