This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings.
Bibliographical noteFunding Information:
This research project was made possible by funds from the University of Minnesota Undergraduate Research Opportunity Program (UROP). We gratefully acknowledge advice and guidance on data analysis from Kristelle Miller and Sandy Woolum, and helpful comments on the manuscript from Casey McGee.
Copyright 2017 Elsevier B.V., All rights reserved.
- Digital maps
- Geographic education
- Teaching technology