Xi XIANG, East China Normal University, China
Di XI, Imperial College London, United Kingdom
There has been a lack of data representing the processes of spatial thinking, which are embedded in spatial problem solving. Geospatial technologies enable students to manipulate spatial representations and analyze spatial data, thus reflecting the level of thinking and reasoning spatially. Therefore, this study investigated how university students executed spatial tasks using a web-based GIS mapping tool. We analyzed students’ online logging data, their responses to standardized tests and think-aloud protocols to profile learner characteristics regarding to spatial thinking processes. Results indicated that the participants employed various strategies for spatial analysis. It was also found that the process of spatial problem solving was independent of geospatial expertise but pertained to the ways of framing problems. Based on the results, we extracted different theoretical models to demonstrate the complex and nonlinear nature of spatial thinking. Findings will offer implications for building intelligent tutoring systems and online educational platforms that promote adaptative learning.
Mots clés : spatial cognition|web GIS mapping|developmental pathway|video-based learning analytics |data-driven approach
A105121XX