From spatial to platial - the role and future of immersive technologies in the spatial sciences

Immersive technologies such as virtual and augmented reality have been part of the technology mindset in computer and geospatial sciences early on. The promise of delivering realistic experiences to the human senses that are not bound by physical reality has inspired generations of scientists and entrepreneurs alike. However, the vision for immersive experiences has been in stark contrast to the ability to deliver at the technology end; the community has battled nuisances such as cybersickness, tethers, and the uncanny valley for the last decades. With the \u27final wave\u27 of immersive technologies, we are now able to fulfill a long-held promise and freely and creatively envision how immersive technologies change spatial sciences by creating embodied experiences for geospatial applications. These experiences are not restricted by time or place, nor are they limited to the physical world. This contribution envisions the future of spatial sciences in light of place-like experiences enabled through immersive technologies and their potential to infuse research in the spatial sciences community

Architectural and Urban Spatial Digital Simulations

This study concerns digital tools and simulation methods necessary for the description, conception, perception, and analysis of spatial architectural and urban design. The purpose of the study is to categorize, analyse, and describe the influence of digital simulation tools and methods in architectural and urban design. The study analyses techniques, applications, and research in the field of digital simulations of architectural/urban ensembles while also referring to the benefits of their use both at the level of scientific and spatial perception of architectural/urban design

Artificial intelligence and visual analytics in geographical space and cyberspace: Research opportunities and challenges

In recent decades, we have witnessed great advances on the Internet of Things, mobile devices, sensor-based systems, and resulting big data infrastructures, which have gradually, yet fundamentally influenced the way people interact with and in the digital and physical world. Many human activities now not only operate in geographical (physical) space but also in cyberspace. Such changes have triggered a paradigm shift in geographic information science (GIScience), as cyberspace brings new perspectives for the roles played by spatial and temporal dimensions, e.g., the dilemma of placelessness and possible timelessness. As a discipline at the brink of even bigger changes made possible by machine learning and artificial intelligence, this paper highlights the challenges and opportunities associated with geographical space in relation to cyberspace, with a particular focus on data analytics and visualization, including extended AI capabilities and virtual reality representations. Consequently, we encourage the creation of synergies between the processing and analysis of geographical and cyber data to improve sustainability and solve complex problems with geospatial applications and other digital advancements in urban and environmental sciences

Collaborative geographic visualization

Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa para a obtenção do grau de Mestre em Engenharia do Ambiente, perfil Gestão e Sistemas AmbientaisThe present document is a revision of essential references to take into account when developing ubiquitous Geographical Information Systems (GIS) with collaborative visualization purposes. Its chapters focus, respectively, on general principles of GIS, its multimedia components and ubiquitous practices; geo-referenced information visualization and its graphical components of virtual and augmented reality; collaborative environments, its technological requirements, architectural specificities, and models for collective information management; and some final considerations about the future and challenges of collaborative visualization of GIS in ubiquitous environment

Embodied geosensification-models, taxonomies and applications for engaging the body in immersive analytics of geospatial data

This thesis examines how we can use immersive multisensory displays and body-focused interaction technologies to analyze geospatial data. It merges relevant aspects from an array of interdisciplinary research areas, from cartography to the cognitive sciences, to form three taxonomies that describe the senses, data representations, and interactions made possible by these technologies. These taxonomies are then integrated into an overarching design model for such "Embodied Geosensifications". This model provides guidance for system specification and is validated with practical examples

‘Geoliteracia’, ‘cartologia’, desenvolvimento cognitivo e um jogo móvel

Some researches in education science develop educative games on mobile devices for letting elementary school students play outdoor to learn geographic facts, concepts, and patterns. The challenge is about improving their geographic literacy and fluency, or ‘geoliteracy’, and their map-reading competencies, called cartology, before adolescence. There a critical stumbling ‘threshold’ can impede their geospatial cognitive development, which result in a majority of adults being not geographically literate neither efficient, in real-life context, for reading and using maps. Designing a mobile educative serious game implies applying conceptual and pragmatic methods for both learning and teaching geospatial competencies accordingly to school curriculum. The theoretical framework presented links maps to cartographical semiology, the children’s cognitive development stages for geospatial representation, and an experiential learning cycle model. The latter sequentially supports three main cartographic processes of map-making: reflexive visualization, and map-reading, which sustain any geographical reasoning. The mobile game proposed combines components of increasing complexity where the map plays the main role in the course of different activities: scenarios of typical “rounds” and rules of the game within local terrain; types of geometrical and geospatial trajectories to trace and follow while playing; and specific themes relevant to school subjects. Thus, geographical discussions stop worrying about where, to worry about the reason of situations and the occurrence of phenomena.Algunas investigaciones en ciencias de la educación desarrollan juegos educativos en dispositivos móviles para incentivar el aprendizaje de hechos, conceptos y modelos geográficos en estudiantes de escuelas primarias. El desafío consiste en mejorar su alfabetización y fluidez geográfica, o geoalfabetización, y sus competencias en lectura de mapas antes de la adolescencia, sintetizadas aquí bajo la denominación de cartología, la cual parece ser un umbral crítico que obstruye el desarrollo cognitivo geoespacial de los adultos. Diseñar un juego educativo móvil implica integrar métodos conceptuales y prácticos para la enseñanza y aprendizaje de las competencias geoespaciales, conforme al currículo escolar. El marco teórico que se presenta vincula los mapas con la semiología cartográfica, las etapas de desarrollo cognitivo del niño referentes a la representación del espacio geográfico y el ciclo de aprendizaje experiencial. Este último supone una serie de procesos cartográficos esenciales que sirven de base a cualquier análisis o razonamiento geográfico: creación de mapas, visualización reflexiva y lectura cartográfica. El juego que se propone conjuga componentes de creciente complejidad en los cuales el mapa es protagonista en el transcurso de diferentes actividades: rondas típicas con reglas particulares sobre terrenos determinados; trayectorias geométricas y geoespaciales por trazar y seguir durante el juego; temas específicos relacionados con las asignaturas escolares y con los objetivos propuestos por los maestros, etc. Así, las discusiones geográficas dejan de preocuparse por el dónde para inquietarse por el porqué de las situaciones y el acontecer de los fenómenos.Algumas pesquisas nas ciências da educação desenvolvem jogos educativos para dispositivos móveis através dos quais alunos da escola primária aprendem fatos, conceitos e modelos geográficos brincando ao ar livre. O desafio é melhorar a literacia e a fluência geográfica desses alunos, ou sua ‘geoliteracia’, e suas competências para ler mapas, a chamada ‘cartologia’, antes da adolescência, quando surge um limiar crítico que pode impedir o desenvolvimento cognitivo geoespacial das crianças. A maioria de adultos não são geograficamente letrados nem eficientes para ler e usar mapas. Conceber um jogo educativo móvel integra métodos conceituais e práticos para o ensino e a aprendizagem das competências geoespaciais, conforme o currículo escolar. O quadro teórico apresentado conecta os mapas à semiologia cartográfica, os estágios de desenvolvimento cognitivo das crianças no que se refere às representações do espaço geográfico e o ciclo de aprendizagem experiencial. Este último supõem uma sequência de três processos cartográficos principais que servem de base a qualquer raciocínio geográfico: criação de mapas, visualização reflexiva e leitura de mapas. O jogo que é proposto combina componentes de complexidade crescente onde o mapa é o protagonista no decorrer de diferentes atividades: cenários com ‘rondadas’ e regras típicas do jogo num determinado terreno; tipos de trajetórias geométricas e geoespaciais a serem traçadas e seguidas durante o jogo; temas específicos pertinentes aos assuntos escolares. Assim, as discussões geográficas deixam de se preocupar sobre onde para questionar a razão das situações e a ocorrência dos fenômenos

Exploring the Design Space of Immersive Urban Analytics

Recent years have witnessed the rapid development and wide adoption of immersive head-mounted devices, such as HTC VIVE, Oculus Rift, and Microsoft HoloLens. These immersive devices have the potential to significantly extend the methodology of urban visual analytics by providing critical 3D context information and creating a sense of presence. In this paper, we propose an theoretical model to characterize the visualizations in immersive urban analytics. Further more, based on our comprehensive and concise model, we contribute a typology of combination methods of 2D and 3D visualizations that distinguish between linked views, embedded views, and mixed views. We also propose a supporting guideline to assist users in selecting a proper view under certain circumstances by considering visual geometry and spatial distribution of the 2D and 3D visualizations. Finally, based on existing works, possible future research opportunities are explored and discussed.Comment: 23 pages,11 figure

A Tutorial on Geographic Information Systems: A Ten-year Update

This tutorial provides a foundation on geographic information systems (GIS) as they relate to and are part of the IS body of knowledge. The tutorial serves as a ten-year update on an earlier CAIS tutorial (Pick, 2004). During the decade, GIS has expanded with wider and deeper range of applications in government and industry, widespread consumer use, and an emerging importance in business schools and for IS. In this paper, we provide background information on the key ideas and concepts of GIS, spatial analysis, and latest trends and on the status and opportunities for incorporating GIS, spatial analysis, and locational decision making into IS research and in teaching in business and IS curricula