Using Web-Based GIS in Introductory Human Geography

Abstract

Advocates for using a geographic information system (GIS) in education assert that GIS improves student learning. However, studies to clarify the relationship between learning and using GIS are still needed. This study examines the effects of using Web-based GIS maps in place of paper maps on students' geography content knowledge and motivation (self-efficacy) when taking college-level introductory human geography (N = 171). Hierarchical regression analysis shows that using Web-based GIS is positively related to post-test self-efficacy and post-test geography content knowledge.

Keywords:

• Geographic education
• Web-based GIS
• self-efficacy
• undergraduate education
• regression analysis

Acknowledgements

The author is indebted to Dr Susan Hardwick, Dr Alexander Murphy, Dr Amy Lobben and Dr Ronald Beghetto for their guidance and support. This research was supported in part by a grant from the University of Oregon Education Technology Committee.

Notes

¹ Independent t-tests were run to identify differences between university (n = 118) and community college (n = 50) students with respect to student characteristics and pre-test self-efficacy and pre-test geography content knowledge. Analysis from independent t-tests revealed differences in age and prior geography experience between the university and community college students: age (university M = 21, SD = 0.38; community college M = 26, SD = 1.1, p < 0.05), prior college geography (university M = 1.67, SD = 0.7) and community college (M = 1.2, SD = 0.7, p < 0.05). In sum, community college students were older and had taken fewer college-level geography courses prior to participation in this study. A dichotomous variable representing institutions was used in the regression analysis to account for these differences.

² The difference in group size reflects the inclusion of sections from multiple terms that vary in class size and in the difference between institution course formats. Introduction to Human Geography is offered at the university during the academic year in the spring (n = 200) and summer (n ≤ 20). Introduction to Human Geography is offered at the community college each term during the academic year (n = 30). Only students who had completed all assessment instruments were included in the study—students who joined after the first day or did not complete the course were not included. The control group—paper maps—included a large university class (n = 108) and a community college class (n = 13). The treatment group—students using Web-based GIS—included one summer university class (n = 10) and two community college classes (n = 40).

³ The four sections of Introduction to Human Geography were taught by the same instructor who used the same PowerPoint lectures, videos, problem-solving questions, small-group discussion prompts and exam questions.