Learning Effects of Print and Digital Geographic Maps

Abstract Two research studies were conducted to determine if the benefits of studying print geographic maps along with related factual information (i.e., map, order, and edge effects) also apply to studying digital geographic maps with factual information. Both experiments confirm that the learning benefits associated with print maps also apply to digital maps. In addition, the studies reveal that a medium attribute associated with digital maps (computer rollover effect) provides learning advantages beyond what is possible with traditional maps due to the constraints of the print medium. The results are discussed in terms of recommendations for classroom teaching and education in general.

[1]  R. Mayer,et al.  The instructive animation: helping students build connections between words and pictures in multimedia learning , 1992 .

[2]  Judith A. Tyner.  Introduction to Thematic Cartography , 1992 .

[3]  A. Paivio.  Mental Representations: A Dual Coding Approach , 1986 .

[4]  Neil H. Schwartz,et al.  Individual differences in the retention of maps , 1991 .

[5]  Norman Webb,et al.  The Gallup report , 1982 .

[6]  Raymond W. Kulhavy,et al.  Organized spatial displays and texts : Effects of presentation order and display type on learning outcomes , 1997 .

[7]  Raymond W. Kulhavy,et al.  Map features and the recall of discourse , 1981 .

[8]  Herbert A. Simon,et al.  Why a Diagram is (Sometimes) Worth Ten Thousand Words , 1987, Cogn. Sci..

[9]  Michael Verdi,et al.  Learning with Maps and Texts: An Overview , 2002 .

[10]  Sophia Emmanouilides Linn,et al.  The Effectiveness of Interactive Maps in the Classroom: A Selected Example in Studying Africa , 1997 .

[11]  Raymond W. Kulhavy,et al.  Conjoint retention of maps and related discourse , 1985 .

[12]  R. Mayer,et al.  Multimedia learning: Are we asking the right questions? , 1997 .

[13]  N. Schwartz,et al.  Accessing Prior Knowledge to Remember Text: A Comparison of Advance Organizers and Maps , 1998, Contemporary educational psychology.

[14]  Raymond W. Kulhavy,et al.  How Cognitive Maps are Learned and Remembered , 1996 .

[15]  Kent A. Rittschof,et al.  Learner Differences for Affecting Schemata for Thematic Maps. , 1998 .

[16]  Michael P. Verdi,et al.  Map Edges: Focal Points for Facilitating Text Recall. , 2001, Contemporary educational psychology.

[17]  I WilliamWinn.  Learning from Maps and Diagrams , 1991 .

[18]  John J. Bertin,et al.  The semiology of graphics , 1983 .

[19]  Johnson,et al.  Text Learning Using Scientific Diagrams: Implications for Classroom Use , 1996, Contemporary educational psychology.

[20]  Raymond W. Kulhavy,et al.  Associating map features and related prose in memory , 1989 .

[21]  W. Kintsch,et al.  Strategies of discourse comprehension , 1983 .

[22]  R. Mayer,et al.  Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity , 1999 .

[23]  Raymond W. Kulhavy,et al.  How geographic maps increase recall of instructional text , 1993 .

[24]  Wilhelmina C. Savenye,et al.  Why maps improve memory for text: The influence of structural information on working memory operations , 1993 .