ICT tools and platforms endorse more and more
educational process. Many models and techniques for people to
be educated and trained about specific topics and skills do exist,
as classroom lectures with textbooks, computers, handheld devices
and others. The choice to what extent ICT is applied within
learning contexts is related to personal access to technologies as
well as to the infrastructure surrounding environment. Among recent
techniques, the adoption of Virtual Reality (VR) and Augmented
Reality (AR) provides significant impulse in fully engaging users
senses. In this paper, an application of AR/VR within Geographic
Information Systems (GIS) context is presented. It aims to provide
immersive environment experiences for educational and training
purposes (e.g. for civil protection personnel), useful especially for
situations where real scenarios are not easily accessible by humans.
First acknowledgments are promising for building an effective tool
that helps civil protection personnel training with risk reduction.
[1] M. Ghonim and N. Eweda, “Investigating elective courses
in architectural education,” Frontiers of Architectural Research,
vol. 7, no. 2, pp. 235 – 256, 2018. (Online). Available:
http://www.sciencedirect.com/science/article/pii/S2095263518300177.
[2] L. Vigentini and C. Zhao, “Evaluating the ’student’ experience
in moocs,” in Proceedings of the Third (2016) ACM
Conference on Learning @ Scale, ser. L@S ’16. New
York, NY, USA: ACM, 2016, pp. 161–164. (Online). Available:
http://doi.acm.org/10.1145/2876034.2893469.
[3] V. Carchiolo, D. Correnti, A. Longheu, M. Malgeri, and
G. Mangioni, “Exploiting trust into e-learning: adding
reliability to learning paths,” Int. J. Technol. Enhanc. Learn.,
vol. 1, no. 4, pp. 253–265, January 2009. (Online). Available:
http://dx.doi.org/10.1504/IJTEL.2009.030777.
[4] V. Carchiolo, A. Longheu, M. Malgeri, and G. Mangioni, “A model for
a web-based learning system,” Information Systems Frontiers, no. 2-3,
pp. 267–282, July.
[5] V. Carchiolo, A. Longheu, and M. Malgeri, “Reliable peers and
useful resources: Searching for the best personalised learning path
in a trust- and recommendation-aware environment,” Inf. Sci., vol.
180, no. 10, pp. 1893–1907, May 2010. (Online). Available:
http://dx.doi.org/10.1016/j.ins.2009.12.023.
[6] E. Soloway, W. Grant, R. Tinger, J. Roschelle, M. Mills, M. Resnick,
R. Berg, and M. Eisenberg, “Log on education: Science in the palms
of their hands,” Commun. ACM, vol. 42, no. 8, pp. 21–26, August
1999. (Online). Available: http://doi.acm.org/10.1145/310930.310953.
[7] O. Oluwatimi and E. Bertino, “An application restriction system for
bring-your-own-device scenarios,” in Proceedings of the 21st ACM on
Symposium on Access Control Models and Technologies, ser. SACMAT
’16. New York, NY, USA: ACM, 2016, pp. 25–36. (Online). Available:
http://doi.acm.org/10.1145/2914642.2914645.
[8] E. Klopfer, K. Squire, and H. Jenkins, “Environmental detectives:
Pdas as a window into a virtual simulated world,” in
Proceedings IEEE International Workshop on Wireless and Mobile
Technologies in Education, ser. WMTE ’02. Washington, DC,
USA: IEEE Computer Society, 2002, pp. 95–98. (Online). Available:
http://dl.acm.org/citation.cfm?id=645964.674392.
[9] K. Lee, “Augmented reality in education and training,” TechTrends,
vol. 56, no. 2, pp. 13–21, Mar 2012. (Online). Available:
https://doi.org/10.1007/s11528-012-0559-3.
[10] T. Christ, P. Arya, and M. M. Chiu, “Relations among resources in
professional learning communities and learning outcomes,” Teaching
Education, vol. 28, no. 1, pp. 94–114, 2017. (Online). Available:
https://doi.org/10.1080/10476210.2016.1212826.
[11] M. N. Kamel Boulos, Z. Lu, P. Guerrero, C. Jennett, and A. Steed,
“From urban planning and emergency training to pok´emon go:
applications of virtual reality gis (vrgis) and augmented reality gis
(argis) in personal, public and environmental health,” International
Journal of Health Geographics, vol. 16, no. 1, p. 7, Feb 2017. (Online).
Available: https://doi.org/10.1186/s12942-017-0081-0.
[12] J. Rodriguez and C.-y. Huang, “An emerging study in augmented
reality & geographical information system,” J. Comput. Sci.
Coll., vol. 33, no. 3, pp. 57–57, January 2018. (Online). Available:
http://dl.acm.org/citation.cfm?id=3144687.3144696.
[13] N. Yamashita, H. Taki, and M. Soga, “A learning support environment
for earthquake disaster with a simulation of furniture falling by mobile
ar,” in 2012 International Conference on Information Technology Based
Higher Education and Training (ITHET), June 2012, pp. 1–5.
[14] J. Kawai, H. Mitsuhara, and M. Shishibori, “Tsunami evacuation drill
system using smart glasses,” vol. 72, pp. 329–336, 12 2015.
[15] M. N. Kamel Boulos, A. D. Tsouros, and A. Holopainen, “‘social,
innovative and smart cities are happy and resilient’: insights from the
who euro 2014 international healthy cities conference,” International
Journal of Health Geographics, vol. 14, no. 1, p. 3, Jan 2015. (Online).
Available: https://doi.org/10.1186/1476-072X-14-3.
[1] M. Ghonim and N. Eweda, “Investigating elective courses
in architectural education,” Frontiers of Architectural Research,
vol. 7, no. 2, pp. 235 – 256, 2018. (Online). Available:
http://www.sciencedirect.com/science/article/pii/S2095263518300177.
[2] L. Vigentini and C. Zhao, “Evaluating the ’student’ experience
in moocs,” in Proceedings of the Third (2016) ACM
Conference on Learning @ Scale, ser. L@S ’16. New
York, NY, USA: ACM, 2016, pp. 161–164. (Online). Available:
http://doi.acm.org/10.1145/2876034.2893469.
[3] V. Carchiolo, D. Correnti, A. Longheu, M. Malgeri, and
G. Mangioni, “Exploiting trust into e-learning: adding
reliability to learning paths,” Int. J. Technol. Enhanc. Learn.,
vol. 1, no. 4, pp. 253–265, January 2009. (Online). Available:
http://dx.doi.org/10.1504/IJTEL.2009.030777.
[4] V. Carchiolo, A. Longheu, M. Malgeri, and G. Mangioni, “A model for
a web-based learning system,” Information Systems Frontiers, no. 2-3,
pp. 267–282, July.
[5] V. Carchiolo, A. Longheu, and M. Malgeri, “Reliable peers and
useful resources: Searching for the best personalised learning path
in a trust- and recommendation-aware environment,” Inf. Sci., vol.
180, no. 10, pp. 1893–1907, May 2010. (Online). Available:
http://dx.doi.org/10.1016/j.ins.2009.12.023.
[6] E. Soloway, W. Grant, R. Tinger, J. Roschelle, M. Mills, M. Resnick,
R. Berg, and M. Eisenberg, “Log on education: Science in the palms
of their hands,” Commun. ACM, vol. 42, no. 8, pp. 21–26, August
1999. (Online). Available: http://doi.acm.org/10.1145/310930.310953.
[7] O. Oluwatimi and E. Bertino, “An application restriction system for
bring-your-own-device scenarios,” in Proceedings of the 21st ACM on
Symposium on Access Control Models and Technologies, ser. SACMAT
’16. New York, NY, USA: ACM, 2016, pp. 25–36. (Online). Available:
http://doi.acm.org/10.1145/2914642.2914645.
[8] E. Klopfer, K. Squire, and H. Jenkins, “Environmental detectives:
Pdas as a window into a virtual simulated world,” in
Proceedings IEEE International Workshop on Wireless and Mobile
Technologies in Education, ser. WMTE ’02. Washington, DC,
USA: IEEE Computer Society, 2002, pp. 95–98. (Online). Available:
http://dl.acm.org/citation.cfm?id=645964.674392.
[9] K. Lee, “Augmented reality in education and training,” TechTrends,
vol. 56, no. 2, pp. 13–21, Mar 2012. (Online). Available:
https://doi.org/10.1007/s11528-012-0559-3.
[10] T. Christ, P. Arya, and M. M. Chiu, “Relations among resources in
professional learning communities and learning outcomes,” Teaching
Education, vol. 28, no. 1, pp. 94–114, 2017. (Online). Available:
https://doi.org/10.1080/10476210.2016.1212826.
[11] M. N. Kamel Boulos, Z. Lu, P. Guerrero, C. Jennett, and A. Steed,
“From urban planning and emergency training to pok´emon go:
applications of virtual reality gis (vrgis) and augmented reality gis
(argis) in personal, public and environmental health,” International
Journal of Health Geographics, vol. 16, no. 1, p. 7, Feb 2017. (Online).
Available: https://doi.org/10.1186/s12942-017-0081-0.
[12] J. Rodriguez and C.-y. Huang, “An emerging study in augmented
reality & geographical information system,” J. Comput. Sci.
Coll., vol. 33, no. 3, pp. 57–57, January 2018. (Online). Available:
http://dl.acm.org/citation.cfm?id=3144687.3144696.
[13] N. Yamashita, H. Taki, and M. Soga, “A learning support environment
for earthquake disaster with a simulation of furniture falling by mobile
ar,” in 2012 International Conference on Information Technology Based
Higher Education and Training (ITHET), June 2012, pp. 1–5.
[14] J. Kawai, H. Mitsuhara, and M. Shishibori, “Tsunami evacuation drill
system using smart glasses,” vol. 72, pp. 329–336, 12 2015.
[15] M. N. Kamel Boulos, A. D. Tsouros, and A. Holopainen, “‘social,
innovative and smart cities are happy and resilient’: insights from the
who euro 2014 international healthy cities conference,” International
Journal of Health Geographics, vol. 14, no. 1, p. 3, Jan 2015. (Online).
Available: https://doi.org/10.1186/1476-072X-14-3.
@article{"International Journal of Business, Human and Social Sciences:78906", author = "Ilario Gabriele Gerloni and Vincenza Carchiolo and Alessandro Longheu and Ugo Becciani and Eva Sciacca and Fabio Vitello", title = "Vr-GIS and Ar-GIS In Education: A Case Study", abstract = "ICT tools and platforms endorse more and more
educational process. Many models and techniques for people to
be educated and trained about specific topics and skills do exist,
as classroom lectures with textbooks, computers, handheld devices
and others. The choice to what extent ICT is applied within
learning contexts is related to personal access to technologies as
well as to the infrastructure surrounding environment. Among recent
techniques, the adoption of Virtual Reality (VR) and Augmented
Reality (AR) provides significant impulse in fully engaging users
senses. In this paper, an application of AR/VR within Geographic
Information Systems (GIS) context is presented. It aims to provide
immersive environment experiences for educational and training
purposes (e.g. for civil protection personnel), useful especially for
situations where real scenarios are not easily accessible by humans.
First acknowledgments are promising for building an effective tool
that helps civil protection personnel training with risk reduction.", keywords = "Education, virtual reality, augmented reality, civil
protection.", volume = "13", number = "6", pages = "925-4", }
