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"Maps reading."
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Reading map keys
Common map key symbols are discussed alongside full-color examples of many kinds of maps and keys to guide readers through the use and importance of each.
Book
Map Reading and Analysis with GPT-4V(ision)
In late 2023, the image-reading capability added to a Generative Pre-trained Transformer (GPT) framework provided the opportunity to potentially revolutionize the way we view and understand geographic maps, the core component of cartography, geography, and spatial data science. In this study, we explore reading and analyzing maps with the latest version of GPT-4-vision-preview (GPT-4V), to fully evaluate its advantages and disadvantages in comparison with human eye-based visual inspections. We found that GPT-4V is able to properly retrieve information from various types of maps in different scales and spatiotemporal resolutions. GPT-4V can also perform basic map analysis, such as identifying visual changes before and after a natural disaster. It has the potential to replace human efforts by examining batches of maps, accurately extracting information from maps, and linking observed patterns with its pre-trained large dataset. However, it is encumbered by limitations such as diminished accuracy in visual content extraction and a lack of validation. This paper sets an example of effectively using GPT-4V for map reading and analytical tasks, which is a promising application for large multimodal models, large language models, and artificial intelligence.
Journal Article
A comparison of the performance on extrinsic and intrinsic cartographic visualizations through correctness, response time and cognitive processing
The aim of this study was to compare the performance of two bivariate visualizations by measuring response correctness (error rate) and response time, and to identify the differences in cognitive processes involved in map-reading tasks by using eye-tracking methods. The present study is based on our previous research and the hypothesis that the use of different visualization methods may lead to significant cognitive-processing differences. We applied extrinsic and intrinsic visualizations in the study. Participants in the experiment were presented maps which depicted two variables (soil moisture and soil depth) and asked to identify the areas which displayed either a single condition (e.g., “find an area with low soil depth”) or both conditions (e.g., “find an area with high soil moisture and low soil depth”). The research sample was composed of 31 social sciences and humanities university students. The experiment was performed under laboratory conditions, and Hypothesis software was used for data collection. Eye-tracking data were collected for 23 of the participants. An SMI RED-m eye-tracker was used to determine whether either of the two visualization methods was more efficient for solving the given map-reading tasks. Our results showed that with the intrinsic visualization method, the participants spent significantly more time with the map legend. This result suggests that extrinsic and intrinsic visualizations induce different cognitive processes. The intrinsic method was observed to generally require more time and led to higher error rates. In summary, the extrinsic method was found to be more efficient than the intrinsic method, although the difference was less pronounced in the tasks which contained two variables, which proved to be better suited to intrinsic visualization.
Journal Article
The changing face of maps
This informative book offers an introduction to the basics of maps and their different uses. A brief chronological history of maps and mapping gives readers an understanding of how maps have evolved over time. Readers will discover that advances in technologies have changed the format of maps from flat outlines to digital 3-D images with pop-up information in augmented reality.
Book
Augmented Reality Technology Used for Developing Topographic Map-Reading Skills in an Earth Science Course and its Potential Implications in Broader Learning Venues
Topographic map-reading skills are critical for certain professions but can be difficult to learn. The purpose of this pilot study is to provide insight on the role augmented reality technology can play in the development of topographic map-reading skills. Using a situated cognition theoretical framework, this study tracks the development of students’ skills in three different instructional approaches using the Topographic Mapping Assessment (TMA), instructor observations, and student feedback. Using a quasi-experimental research design, 85 college-level students in eight sections of an introductory undergraduate geoscience laboratory course were assigned to a control group (
n
= 19) that was instructed using the standard curriculum (paper-and-pencil lab exercises and field trips), a 2-D group (
n
= 14) that completed six activities using 2-D maps, or an augmented reality sandbox (ARS) group (
n
= 52) that completed six activities requiring both 2-D maps and augmented reality technology. Results from multi-level analyses of covariance suggest no significant difference in overall post-instruction scores, except female students in the ARS groups (
n
= 17) tended to score higher than students in the control group (
n
= 11), potentially indicating this method can increase outcomes for females in STEM. Other identified instructional benefits of using the ARS include increased collaboration between students, greater visibility to the instructor of student difficulties and challenges, and improved ability for the instructor to provide real-time feedback and guidance.
Journal Article
Maps
\"Discusses different types of maps, how they are used, and how they represent geographical areas. Includes hands-on activites\"--Provided by publisher.
Book
Differences in Thematic Map Reading by Students and Their Geography Teacher
A school world atlas is likely the first systematic cartographic product which students encounter in their lives. However, only a few empirical studies have analysed school atlases in the context of map reading and learning geographical curricula. The present paper describes an eye-tracking study conducted on 30 grammar school students and their geography teacher. The study explored ten tasks using thematic world maps contained in the Czech school world atlas. Three research questions were posed: (i) Are students able to learn using these particular types of maps? (ii) Have the cartographic visualization methods in the school atlas been adequately selected? (iii) Does the teacher read the maps in the same manner as students? The results proved that the students were sufficiently able to learn using thematic maps. The average correctness of their answers exceeded 70%. However, the results highlighted several types of cartographic visualization methods which students found difficult to read. Most of the difficulties arose from map symbols being poorly legible. The most problematic task was estimating the value of the phenomenon from the symbol size legend. Finally, the difference between the students’ and teacher’s manner of reading maps in each task was analysed qualitatively and then quantitatively by applying two different scanpath comparison methods. The study revealed that the geography teacher applied a different method than her students. She avoided looking at the map legend and solved the task using her knowledge.
Journal Article
Follow that map! : a first look at mapping skills
In this introduction to reading and using maps, Sally has lost her dog and cat, and Ritchie uses maps to trace Sally and her friends trail as they search for Max and Ollie.
Book
Developmental differences in children’s and adults’ use of geometric information in map-reading tasks
Using maps effectively requires the ability to scale distances while preserving angle and orientation, the three properties of Euclidean geometry. The aim of the current study was twofold: first, to examine how the ability to represent and use these Euclidean properties changes with development when scaling maps in object-to-object relationships and, second, to explore the effects on the scaling performance of two variables of the array of objects, type of angular configuration and relative vector length. To this end, we tested seventy-five 4-, 6-, and 8-year-old children, as well as twenty-five adults, in a simple completion task with different linear and triangular configurations of objects. This study revealed important developmental changes between 4 and 6 years of age and between 8 years of age and adulthood for both distance and angle representation, while it also showed that the configuration variables affected younger and older children’s performances in different ways when scaling distances and preserving angles and orientation. This study was instrumental in showing that, from an early age, children are able to exploit an intrinsic system of reference to scale geometrical configurations of objects.
Journal Article