Evaluating the Use of 3D Visualization Technology in Geology Education

Information systems can contribute to the success of students in engineering and science. In this study, 3-D visualizations that create a realistic map of rock structures are used to aid students in developing the spatial intuition to understand geological processes. This technology received positive ratings for learning outcomes and within the technology acceptance model. In addition, qualitative data provides additional detail about what features are correlated with the success of direct manipulation visualizations. The qualitative data suggest that the interface design may be a moderator of the relationship between the completeness of the visualization and how much individuals can benefit from the visualization

Evaluating complex digital resources

Squires (1999) discussed the gap between HCI (Human Computer Interaction) and the educational computing communities in their very different approaches to evaluating educational software. This paper revisits that issue in the context of evaluating digital resources, focusing on two approaches to evaluation: an HCI and an educational perspective. Squires and Preece's HCI evaluation model is a predictive model ‐ it helps teachers decide whether or not to use educational software ‐ whilst our own concern is in evaluating the use of learning technologies. It is suggested that in part the different approaches of the two communities relate to the different focus that each takes: in HCI the focus is typically on development and hence usability, whilst in education the concern is with the learner and teacher use

Developing an interactive application embodied in the geosciences educational procedure

Σκοπός της παρούσας μελέτης είναι η παρουσίαση ενός Γεω-οπτικού Ορυκτολογικού Γνωστικού Εργαλείου (GeMiCo Tool), μια ψηφιακή εφαρμογή που χρησιμοποιεί τεχνικές από τον τομέα της Τεχνολογίας των Πληροφοριών και Επικοινωνιών. Η εφαρμογή αποτελεί τμήμα των εκπαιδευτικών εργαλείων που χρησιμοποιούνται στο Ορυκτολογικό Μουσείο “γαιο-ΟΡΑΜΑ” της Σχολής Μηχανικών Μεταλλείων- Μεταλλουργών του Εθνικού Μετσόβιου Πολυτεχνείου και αφορά σε φοιτητές ΑΕΙ καθώς και μαθητές πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. Η εφαρμογή ενσωματώνει το Google Earth API, που επιτρέπει στους χρήστες να διερευνούν και να επεξεργάζονται με διαδραστικό τρόπο γεωλογικά και ορυκτολογικά δεδομένα. Οι χρήστες έχουν τη δυνατότητα να επιλέγουν θεματικά επίπεδα πληροφοριών που σχετίζονται με τα γεω-εκθέματα, να δημιουργούν ερωτήσεις και αναζητήσεις και να πλοηγούνται σε 3D περιβάλλον. Η εφαρμογή είναι εγκαταστημένη σε μια μεγάλου μεγέθους διαδραστική οθόνη (τεχνολογία multi-touch) η οποία προσελκύει το κοινό να συμμετάσχει σε διαδραστικές ατομικές και ομαδικές εργασίες.The aim of this study is to develop a Geovisual Mineralogical Cognitive Tool (GeMiCo Tool), a digital application that utilizes techniques from the domain of Information and Communication Technology. The application is part of the educational tools used at the Mineralogical Museum of the School of Mining and Metallurgical Engineering, National Technical University of Athens and concerns students of Higher, Primary and Secondary Education. The learning tool developed here embodies Google Earth API (Application Programming Interface), allowing users to interactively display and investigate geological and mineralogical related data. By that, users are able to select and present thematic layers of information related to the geo-exhibits, to create queries and searches and to navigate in 3D environment. The application runs on a large format multi-touch interactive display in the Mineralogical Museum of NTUA that attracts audiences and engages them in interactive collaborative tasks

3D modelling of the dolerite dyke network within the Siilinjärvi phosphate deposit

Non peer reviewe

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

Seafloor characterization using airborne hyperspectral co-registration procedures independent from attitude and positioning sensors

The advance of remote-sensing technology and data-storage capabilities has progressed in the last decade to commercial multi-sensor data collection. There is a constant need to characterize, quantify and monitor the coastal areas for habitat research and coastal management. In this paper, we present work on seafloor characterization that uses hyperspectral imagery (HSI). The HSI data allows the operator to extend seafloor characterization from multibeam backscatter towards land and thus creates a seamless ocean-to-land characterization of the littoral zone

Revision and Manipulation of Physical Models as Tools for Developing the Aquifer Model by Preservice Elementary Teachers

Citizens show misunderstandigs about groundwater that hinder making informed decisions about problems such as the deterioration of aquifers and clean water supply. Science education should address this, including modelling practices about the aquifer model, along with a representation of the model, for example, as a physical model. Physical models have been extensively used in geology teaching, but students rarely construct, evaluate or manipulate them. This study addressed how the revision and manipulation of physical models contributed to the construction of a complete aquifer model by 80 Preservice Elementary Teachers (PETs) of two cohorts (subsequent years) that participated in a modelling teaching sequence that included fieldwork and the construction of a physical model. The model representations (drawings, writings, oral expressions, physical models) were analysed, based on Components-Mechanisms-Phenomena systems thinking framework, through a constant comparison method. Results show that, although PETs improved their models both years, it was in Year 2 when they improved the Phenomena dimension. PETs that constructed a complete model tripled those of Year 1. The conversations in groups and the model representations throughout the sequence show that the evaluation of the physical model when comparing it with reality during the field trip, and the manipulation of the physical models guided by teachers´ scaffoldings to encourage PETs to make representations and predictions, led them to revise and improve their models in Year 2. Therefore, we conclude that it is indeed the manipulation and revision of physical models that provides opportunities for revising the aquifer model and improving it.This work was supported by the Euskal Herriko Unibertsitatea [grant number GIU19/008]

A Review of application building information modeling (BIM) during pre-construction stage: retrospective and future directions

Pre-construction is one of the biggest areas of risk and uncertainty in construction project as it deals with subsurface ground conditions information. The amount of detail data needed in pre-construction especially for existing data modelling and site analysis should be sufficient enough to ensure that significant risks could not reasonably be anticipated. Current practicing method in interpreting data during this stage tasks reveal limitation. Construction industry faced many obstacles due to the depends on the traditional practice; paper-based document which missing and redundant data always happened. In recent years, there has been a shift in construction where people move to BIM application because of its potential to reduce the problem faced by infrastructure world. BIM has become a successful technology and widely popular in the construction world especially in developed countries because of its potential. Nowadays, people are moving one step ahead in BIM which is adoption of BIM during pre-construction stage. Thus, this paper review studies centered on BIM-integrated modelling during preconstruction stage. But there is lack of practical researches have been made during this stage. Although a large number of studies on BIM have been conducted in the past decade, a lack of consensus remains among researchers and practitioners regarding the applications of BIM during pre-construction stage, the availability of subsequent data integration tool for geotechnical activity. A comprehensive literature review was conducted for data collection and analysis. After in-depth review of journal articles widely cover the application of BIM, this study summarizes an overview and critical reflection of geotechnical data integration using BIM during pre-construction stage. The results are useful for the identification of research clusters and topics in the BIM community