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Longitudinal Evaluation Of A Learning System For Teaching Gis Within The Context Of A Geotechnical Problem

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Computational Tools and Simulation III

Tagged Division

Computers in Education

Page Count

14

Page Numbers

15.847.1 - 15.847.14

Permanent URL

https://peer.asee.org/16940

Download Count

10

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Paper Authors

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Aparna Sukhavasi Missouri University of Science and Technology

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Richard Hall Missouri University of Science and Technology

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Hong Sheng Missouri University of Science and Technology

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Ronaldo Luna Missouri University of Science and Technology

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

LONGITUDINAL EVALUATION OF A LEARNING SYSTEM FOR TEACHING GIS WITHIN THE CONTEXT OF A GEOTECHNICAL PROBLEM

Abstract:

A learning system, to train civil engineering students to apply Geographical Information Systems (GIS) in geotechnical problems, was evaluated over a period of 5 years, hence longitudinal. The system was tested with a series of iterations consisting of usability tests and subsequent modification, which were followed by a series of applied evaluations within the context of class lab sessions. The principal goals of this evaluation were to determine the overall effectiveness of the system and the factors that affected student learning. The first evaluation was conducted in 2004; and included a control group that played a “game” related to the content to be learned and an experimental group, in which students used the system in their lab. This was followed by an evaluation in 2008, which included an experimental group and no control group. In 2009 students who used the system in lab with a teaching assistant were compared with those who did the lab as a homework assignment. Across all experiments, compared to groups who used the learning system, the students in the 2004 control group rated their perceived learning, motivation, and real world learning significantly higher, but scored significantly lower on an objective quiz over the materials covered in the lab. In the 2009 study, students who used the system on their own scored significantly higher on the objective quiz than those who used the system in class. Further, students in all experimental groups rated their knowledge, following the uses of the system, higher than their perceived knowledge before using the system, where they were only exposed to textbook and lectures. Also, students across groups rated the lab as more motivational, effective for learning, and related to “real world” engineering. From these results we can infer that the students who used the learning system gained more knowledge regarding the geotechnical module than a control group students who were, nevertheless, more enthusiastic in their lab ratings. Further, the system appears to be effective as a stand- alone system, as compared to use within the context of a lab session.

Introduction:

Geographic Information System or Geographical Information System (GIS) is a computer based information system used to digitally represent and analyze the geographic features present on the Earth' surface and the events (non-spatial attributes linked to the geography under study) that take place on it. The phrase “to represent digitally” is used to convey the meaning “to convert analog (smooth line) to digital form.” They began working on the development of the GIS software in late 1950s, but the first GIS software was developed only in the late 1970s by the lab of the Environmental Systems Research Institute

Sukhavasi, A., & Hall, R., & Sheng, H., & Luna, R. (2010, June), Longitudinal Evaluation Of A Learning System For Teaching Gis Within The Context Of A Geotechnical Problem Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16940

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