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We live in a visual era where society prefers data presented in a visual form rather than as a text. As a result, the use of maps, i.e., visual representations of spatial information, increases. Given that, maps are (also due to the development of cartography) widely used not only by geographers but also by the general public. Moreover, the public not only uses maps but, thanks to the availability of diverse data and user-friendly GIS apps, also creates them. The frequency with which maps are used (and also misused), as well as the fact that their authors are no longer only trained and professionally skilled cartographers, then bring the necessity of a higher accent on cartographic education. Specifically, the development of map skills. Only with fully mastered map skills can students recognize the power that maps have and appropriately adapt their conclusions, predictions, and decisions. For that reason and for fully using the educational potential of maps, it is necessary to develop not only map reading but also cognitively more demanding map skills in students. Previous studies in the field distinguish three main types of map use skills, i.e., map reading, map analysis, and map interpretation, based on which individual operations with maps are classified. Distinguishing the main types of map skills, structuring them into a hierarchical cognitive model, and specifying their knowledge/operational components is fundamental for the development of effective learning and teaching systems. In addition to the distinct cognitive complexity of map skills, teachers should consider individual differences in students' map skills level and the ideal way of map skills development during lessons. However, the development of (cognitively more demanding) map skills itself is considered challenging, let alone a development that is systematic and tailored to individual needs of students. Many secondary teachers call for more methodological and practical tools as a support. Therefore, the research group from the Centre for Geographical and Environmental Education at Charles University (Czechia) reflected this need together with the new perspectives opened by the dispersion of new technologies into education and developed an online adaptive educational system Mapwork.education. Mapwork.education is a web-based, fully automated adaptive learning and assessment system developed in Czech and English language. It is a part of an extensive platform (www.mapwork.education) aiming to help teachers with the systematic development of students' cartographic knowledge and map use skills. The system provides immediate feedback and adapts the further process according to student's performance - simply put, the tasks become more complex/difficult in case of previous correct answer, in the other case the student is given easier tasks. Therefore, the system filters the tasks to be solved and prevents students to solve tasks too difficult/complex or too easy/simple to their actual level of map skills (see Figure 1 for the model of the test administration). The distinction between simple and complex tasks is made based on the typology of map skills (considering map reading as the simplest and map interpretation as the most complex type of map use skills). The system aims at skills related to the use of the most common map types which students use in school and in their personal lives (general reference map, topographic map, choropleth map, proportional symbol map, maps with figural, line, and area symbols), together with less traditional map types (cartogram, dot map, dasymetric map, and isopleth map). The educational potential of the system (for identification of acquired level of map skills by students and direct development of students' map skills) is strengthen by the by additional educational features for both students and their teachers. The web portal for map education was designed and implemented with gamification elements to facilitate learning efficiency, to boost students' motivation to solve as many tasks as possible, and to develop their map skills more. The contribution will present the developed system as a tool supporting a high-quality cartography education. The emphasis will be laid on the discussion of its theoretical principles (adaptive testing principles; cognitive levels of map skills) and the introduction of its methodological/practical aspects. Last but not least, the implications for secondary school cartography will be provided based on the data from the system, specifically data on students' level of map skills (and their improvement thanks to the task solving in the system) and bottlenecks identified in the use of maps by secondary students. [ABSTRACT FROM AUTHOR]

When students use thematic maps during school lessons, how they are required to do so can substantially differ from the usual interaction with these maps in daily lives. Rather than quickly overview a map content as a whole or search for a particular object/value, they are challenged to solve specific problems or answer given tasks using a map. It is thus important to know not only how students use the map itself and which strategies they use when they are searching for a given object/value in the map face, but how they generally process during the map task solving. Given that, it is necessary to consider also how they get familiar with the presented task assignment, how and in which order they interconnect the information in the assignment with the information in the map elements, and possibly with the offered task answers. Moreover, to fully use the potential of thematic maps as educational tools, students should identify and compare spatial/temporal patterns of depicted phenomena, formulate predictions, generalizations, and conclusions based on the maps, and critically approach their content and design. Therefore, they should have developed efficient strategies for these cognitively more demanding map tasks. For these reasons, the presented study focuses on strategies that students use when they are solving tasks requiring analysis of spatial patterns and spatial relations on thematic maps. Even though there are various methodological approaches for investigating individuals' strategies, it is the eye-tracking that is becoming more and more frequently used as it can directly identify the strategies and thus it avoids the subjectivity and incompleteness of participants' selfreported strategies. Our study combines the eye-tracking technology with a follow-up questionnaire to also understand the reasoning behind students' strategy choice. For the eye-tracking experiment, a piloted version of the achievement test, consisting of 12 tasks, was used. Each task was presented as an individual stimulus together with the main map elements (i.e., map face, legend, graphic scale, and north arrow), and three possible answers (one correct answer and two distractors; see Figure 1). The widely used mapping methods in Czech school atlases and geography textbooks were chosen, namely area-shading, line symbols, choropleth mapping, and diagram mapping. Different mapping methods were used to test if and, if yes how, the chosen mapping methods influences students' strategy. All other characteristics of map design and layout were homogenized. The created maps represent a fictional area and data to avoid the potential influence of students' previous knowledge about depicted phenomena and familiarity with the area. In addition, the specific task demand was manipulated to investigate its impact on the strategy. Nevertheless, the tasks differ only in the means used during the analysis of the phenomena spatial distribution. The first tasks for each given mapping method do not require any special means. The second tasks are focused on analysing the distances, i.e., using a map scale. The third tasks are focused on using the cardinal points for the description of the spatial distribution. A total of 53 students from gymnasia (i.e., selective secondary schools) in Czechia participated in the present study. All participating students were in the penultimate (3rd) or last (4th) year (i.e., 17-19 years of age) and had finished their mandatory geography education. Given that, their level of map skills and strategies used for map task-solving should be the highest possible developed by Czech upper secondary education. To identify participants' strategies, the collected eye-tracking data were analyzed using the GazeReplay method, i.e., by analyzing the video recordings of participants' eye movements. Based on detailed and repeated analysis of the recordings, both authors independently coded the strategies that participants used when they were solving the tasks. During the coding, the used strategies were assigned to the theoretical strategies that were previously set based on a cognitive walk-through with experts and the framework of Svenson's differentiation and consolidation theory of decision-making. The theoretically set strategies were categorized into four strategy types; see Table 1 for their brief description and Figure 1 for a simplified visualisation of sample strategies from one of the strategy types. The results of our study show that the participating upper-secondary students had on average developed equally broad repertoires of strategies for solving tasks focused on the analysis of thematic maps as previously investigated university students and cartographers. Similarly to them, the upper-secondary students most frequently processed the task-solving in a way in which they first got familiar with the task assignment, then started to solve the task using the map face and other map elements (largely the map legend), and only after that verified if their found solution matched the provided possible answers (i.e., they chose strategies from TMA type). The tested students properly adapted their choice of strategy to specific task demands. Contrary to the task demand, they only marginally, if at all, changed their strategy due to the different mapping methods used. Since the students in almost all the cases paid attention only to the elements containing relevant information for the given task and were not substantially influenced by the map design, their strategies can be considered expert-like. In addition, students' statements in the follow-up questionnaire confirm the learning effect identified from the eye-tracking data. The students stated that they did not considerably change their approach to task-solving but gradually got used to the task structure, learned how to better orient in the map face, spent less time getting familiar with the map legend, were more cautious during the first task assignment reading, etc., and for these reasons were more efficient in task-solving. Despite the relatively high students' success rate and efficiency of the strategies they chose, it is possible to identify several potentially problematic aspects of the used strategies and a few cognitive bottlenecks during the analysis of thematic maps. Based on them and the most efficient task-solving process of the students, it is possible to suggest how students' strategies for task-solving with maps can be appropriately developed from primary education, and possibly, how the cartographic production for schools can be enhanced. For instance, one of the specific practical outcomes based on the results of this study (and other following studies) could be a web-based adaptive application that would help teachers to develop a broad repertoire of efficient strategies for map use in their students and would pay special attention to the identified problematic aspects of commonly used strategies and to individuals' needs and level. [ABSTRACT FROM AUTHOR]

The potential of geographic information systems (GIS) is found as very significant for geography and cartography education. Previous research showed that teaching with GIS can help students foster many (not only map and geographic) skills. The most frequently mentioned benefit of learning with GIS in geography lessons is the development of spatial thinking. Because GIS helps students to obtain, process, analyze, evaluate, and present information related to a specific area (Bednarz, Schee 2006; Lee, Bednarz 2009; Kerski et al. 2013; Král, Řezníčková 2013; Jo et al. 2016). Other frequently cited benefits of learning with GIS are developing of critical thinking and the potential use of GIS in problembased learning (Rød 2010; Uuemaa, Liiber 2014; Jo et al. 2016). Despite advantages of teaching and learning with GIS, its implementation in schools is still rather sporadic in a considerable number of countries (Demirci 2009; Král, Řezníčková 2013). Considering the prevailing insufficient use of GIS during teaching, a systematic review was carried out to identify and categorize the most common and serious limits of GIS implementation in teaching. Specifically, the aim of the review is to answer the following questions: • Based on previous empirical research, what are the main limits for and barriers to using GIS in teaching • Does perception of limits change over time • Is perception of limits different among various actors in education (pupils, teachers, curriculum developers ...). • Does the perception and occurrence of limits vary between specific geographical areas The identified limits, their categorization, and analysis are the key steps leading to their elimination, and thus it can lead to more frequent and more accessible use of GIS in teaching. The systematic review is methodologically grounded in the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA), i.e., an explicit systematic method for identifying, evaluating, and synthesizing relevant results (Moher et al. 2009). Due to the topic of systematic review (education, teaching) the Web of Science (WoS) and Education Resources Information Center (ERIC) databases were selected for searching for relevant peer-reviewed articles (similarly also Havelková, Hanus 2019). In the next few lines the used methodology is described. First of all, it was necessary to search for relevant articles in the selected databases, this part of PRISMA methodology is called the identification. Based on the previous research about GIS in education, the search command was created (see Figure 1). The search command used Boolean operations. The first part of the command is connected to the definition of GIS, and the second part to the teaching. This command has been inserted into the selected databases. After removing duplicates, a database containing 2,851 records in total was created based on this command. Additional selection criteria were applied for the first screening. If, on the basis of the abstract, the article was evaluated as not meeting the given criteria, it was excluded from the database. A total of nine criteria were included in this selection. These criteria were: • GIS - the article had to be about GIS. In this study the term GIS included, e.g., geoportals, Google Earth, StoryMaps, ArcGIS, etc. GIS in education - the article had to be about GIS use in education. Moreover, there had to be presented or tested cognitively demanding skills (to not use GIS similarly as a static map, i.e., to exploit the specific educational potential of GIS). Student - the participants had to be primary or secondary school students, pre-service teachers or in-service teachers in primary or secondary school. Special populations - the article had not to be dedicated to special parts of the population, such as students with special educational needs. Empirical research - the article had to be empirical research with a clearly defined methodology (not, for example, lesson description) and had not to be a review. • Peer-review - the article had to be peer-reviewed. Limits and barriers - the article was eliminated when it was clear from abstract that it was not dealing with limits for / barriers to GIS implementation in education. English - the article had to be written in English. Two evaluators independently performed this screening of abstracts based on the selected criteria. The total of 223 potentially relevant articles remained in the database. The full-texts of these articles were subsequently obtained and subjected to a more specific evaluation, the so-called eligibility. Eligibility was performed by three evaluators, where one article was always evaluated by two of them, and there had to be unanimity. Most of the evaluated articles focus on the effectiveness of GIS usage in terms of skills development or knowledge acquisition and address the desired limits only marginally or not at all. However, articles that deal specifically with the limits of GIS implementation in teaching, most often from teachers' point of view, were found as well. The specific results of the employed systematic review will be the key part of the presented conference contribution. Except the answers to the main, aforementioned, research questions, the recommendations related to how a suitable GIS course for students, pre-service teachers, or a follow-up course for in-service teachers should be developed will be stated based on the review results. [ABSTRACT FROM AUTHOR]