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ABSTRACTIn recent years, there has been a rising awareness about the relevance of spatial ability and integrating spatial information into educational curricula. It is now considered essential to problem-solving and understanding a variety of natural and cultural phenomena. To analyze people’s global-scale cognitive map and which factors influence it, a short playful test was developed that allowed participants to estimate the real land area of certain countries, regions, and continents. These estimates are analyzed to define how accurately the size of countries and continents is perceived. The results show that country of residence does not significantly affect people’s spatial knowledge. However, gender, migration background, and familiarity with maps have a significant impact.

ABSTRACTThis paper describes the development of a crowdsourced indoor navigation system named SoleWay. Because the input of volunteers is crucial, special attention was paid to the usability of the system at different stages throughout its development. Besides a user-friendly system, this has resulted in a number of important insights that can facilitate the development of future systems: the importance social motivation of potential users, integration of a stepwise approach (with a gradual release and subsequent user evaluations), and adaptation to user requirements. These elements combined are also crucial to be able to obtain a critical crowd that can sustain a viable content.

ABSTRACTFloods are one of the most significant hazards in Europe. This paper describes an iterative approach consisting of designing and evaluating static flood risk maps. In the first step, the use of different colour schemes and background types (e.g. topographic map, street map, and satellite images) is evaluated in an online survey. Next the design is optimized based on the outcomes of dedicated focus groups. The usability tests include the users’ preference, also considering their characteristics (age, gender, and expertise). The obtained results of each step are integrated to optimize the design of evacuation route maps and flood depth maps.

ABSTRACTThe possibility of digital interactivity requires us to reenvision the map readeras the map user, and to address the perceptual, cognitive, cultural, and practical considerations that influence the user’s experience with interactive maps and visualizations. In this article, we present an agenda for empirical research on this user and the interactive designs he or she employs. The research agenda is a result of a multi-stage discussion among international scholars facilitated by the International Cartographic Association that included an early round of position papers and two subsequent workshops to narrow into pressing themes and important research opportunities. The focus of our discussion is epistemological and reflects the wide interdisciplinary influences on user studies in cartography. The opportunities are presented as imperatives that cross basic research and user-centered design studies, and identify practical impediments to empirical research, emerging interdisciplinary recommendations to improve user studies, and key research needs specific to the study of interactive maps and visualizations.

ABSTRACTRouting and navigation services for leisure activities are conditioned by special needs and trade-offs. The advent of online communities and large crowdsourced datasets offers opportunities to improve the adoption of a user’s perspective in these suggested paths. This paper focuses on achieving two goals. First, the presented methodology analyses a dataset of 190,610 historical GPS traces to gain insights into the appreciation or attractiveness of each edge in a real-world network for a specific leisure activity (i.e. road cycling). Second, as literature on these leisure activities is still sparse, we want to create a thorough understanding of the activities at hand for future work. An appreciation model is proposed and the spread of this score is analyzed in shortest-path alternatives of popular routing engines for this activity. This analysis successfully discriminates these shortest paths based on the scoring value and three morphological parameters of the path. However, the robustness of the model should be improved to ensure the viability of the proposed approach in future work. More specifically, further research on the local optimality of the route choices will be imperative.

ABSTRACTDue to recent technological progress, maps have become more popular than ever before. This is especially true for young people, who interact with these technologies on a daily basis. Therefore, it is essential that these potential map users possess sufficient knowledge and skills to process the content of cartographic products. A user study was conducted during which pupils (aged 11–18 years) and geography students (>18 years) had to solve a number of cartography questions using topographic maps. The data were analyzed statistically, taking into account a number of potentially influencing factors (user characteristics) on the participants’ results: age, gender, youth club membership, knowledge about the area, among others. The results show a rising trend in the pupils’ scores with increasing age, which can be explained by education in cartography at school. Geography students perform much better, but no influence of any other user characteristics was detected. For pupils, knowledge about the area and gender might be considered as influencing factors. However, the detected influence of gender depends on the scoring system.

The goal of this research is to design, use and evaluate a set of web lectures, specifically tailored to the needs of students in higher education who follow geographic information system -related courses. Since education in geographic information system includes theoretical concepts and practical experience, both of these teaching strategies will be implemented in the web lectures. The user-centered design approach is used in the design process to increase the acceptance of the web lectures and the motivation to use them: perceived usefulness and ease of use. The results show that the students appreciate the initial set of web lectures, but that they need to be motivated more to use them (especially when theoretical topics are covered). Students still value the “traditional” face-to-face lectures and see the web lectures as an ideal complement.