The Limits of GIS Implementation in Education: A Systematic Review
Abstract
:1. Introduction
- What methodology approaches and methods of data collection are used to research the limits of GIS implementation in education?
- What are the limits of GIS implementation in education, and what is their structure and frequency?
- What are the temporal trends of the identified limits and their structure?
1.1. Variability in GIS Terminology and Definitions
2. Methods
2.1. Literature Search
2.1.1. Search Command
- Be about GIS, as defined in Section 1.1;
- Examine GIS use in education;
- Deal with the limits of GIS use in education;
- Have secondary school students (i.e., aged 11 to 18), preservice teachers, or in-service secondary school teachers as participants;
- Not be dedicated to participants with special educational needs;
- Contain empirical research with a clearly defined research methodology and not be a review;
- Be peer-reviewed;
- Be written in English.
2.2. Data Extraction and Analysis
3. Results and Discussion
3.1. What Methodological Approaches and Methods of Data Collection Are Used to Research the Limits of GIS Use in Education?
3.2. What Are the Limits of GIS Implementation in Education and What Is Their Structure and Frequency?
3.2.1. Categorisation of the Limits of GIS Use in Education
3.2.2. The Frequency of the Identified Limits
3.3. What Are the Temporal Trends in the Identified Limits and Their Structure?
4. Limitations
5. Implications and Future Research
5.1. Suggestions for Practice
5.2. Recommendations for Future Research
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. The List of Identified Limits and Their Frequency
Frequency | ||||||
The Identified Limit | Time Period | |||||
Total | 1st | 2nd | 3rd | 4th | ||
RESOURCES | (suitable) hardware unavailability | 1 | 1 | 0 | 0 | 0 |
data price | 1 | 1 | 0 | 0 | 0 | |
gap between GIS and school curriculum | 4 | 0 | 0 | 2 | 2 | |
GIS language mutation unavailability | 2 | 0 | 1 | 1 | 0 | |
hardware and software price | 1 | 0 | 0 | 0 | 1 | |
hardware unavailability | 18 | 2 | 3 | 8 | 5 | |
hardware unavailability at learners’ homes | 1 | 0 | 0 | 0 | 1 | |
insufficient time devoted to learners’ GIS training | 1 | 0 | 1 | 0 | 0 | |
internet connection problems | 3 | 0 | 1 | 1 | 1 | |
irregular use of GIS | 2 | 0 | 1 | 0 | 1 | |
lack of interdisciplinary GIS cooperation | 1 | 0 | 0 | 1 | 0 | |
learners’ confusion about GIS software | 1 | 0 | 0 | 0 | 1 | |
learners’ distraction by GIS environment | 2 | 0 | 1 | 0 | 1 | |
learners’ perception of GIS lesson as time-consuming | 1 | 1 | 0 | 0 | 0 | |
learners’ uncharged devices | 1 | 0 | 0 | 0 | 1 | |
lesson efficiency measuring difficulties | 2 | 0 | 0 | 0 | 2 | |
measured inefficiency of GIS lessons for learners | 1 | 1 | 0 | 0 | 0 | |
number of lessons | 4 | 1 | 0 | 2 | 1 | |
school browser filtering | 1 | 0 | 0 | 1 | 0 | |
software complexity | 11 | 2 | 3 | 3 | 3 | |
softwares’ high cognitive demands | 1 | 0 | 1 | 0 | 0 | |
software price | 4 | 0 | 2 | 1 | 1 | |
software unavailability | 10 | 1 | 3 | 4 | 2 | |
start-up price | 1 | 1 | 0 | 0 | 0 | |
steep learning curve | 1 | 0 | 0 | 0 | 1 | |
suitable hardware unavailability | 6 | 1 | 2 | 2 | 1 | |
teachers’ difficulty with integrating GIS into the lessons | 5 | 1 | 0 | 1 | 3 | |
technical difficulties | 5 | 0 | 2 | 2 | 1 | |
time-consuming instructions | 2 | 0 | 1 | 1 | 0 | |
timing of lesson | 6 | 0 | 2 | 3 | 1 | |
unavailability of digital data | 6 | 1 | 1 | 3 | 1 | |
unavailability of GIS educational materials | 7 | 1 | 3 | 3 | 0 | |
HUMAN | ability to manage a class | 1 | 0 | 1 | 0 | 0 |
absence of learners’ interest in GIS | 2 | 1 | 0 | 0 | 1 | |
absence of teachers’ interest in GIS | 1 | 0 | 0 | 1 | 0 | |
absence of suitable technical staff | 2 | 0 | 1 | 0 | 1 | |
absence of university GIS course | 1 | 0 | 0 | 0 | 1 | |
general variability of learners’ proficiency level | 3 | 0 | 1 | 1 | 1 | |
lack of administrative support | 7 | 1 | 1 | 2 | 3 | |
lack of cooperation with other teachers | 3 | 0 | 0 | 2 | 1 | |
lack of regular training for teachers | 1 | 0 | 0 | 1 | 0 | |
lack of teachers’ GIS knowledge | 7 | 1 | 2 | 3 | 1 | |
lack of teachers’ GIS practice | 1 | 0 | 0 | 1 | 0 | |
lack of teachers’ self-confidence | 3 | 0 | 1 | 1 | 1 | |
lack of technical support | 2 | 1 | 0 | 1 | 0 | |
learners’ (mis)understanding of GIS potential | 2 | 1 | 1 | 0 | 0 | |
HUMAN | learners’ difficulties in higher-order thinking | 1 | 0 | 1 | 0 | 0 |
learners’ difficulty with groupwork | 2 | 0 | 1 | 0 | 1 | |
learners’ lack of technology skills | 6 | 1 | 1 | 3 | 1 | |
learners’ low level of geographic skills | 3 | 1 | 0 | 1 | 1 | |
learners’ low level of map design skills | 1 | 1 | 0 | 0 | 0 | |
learners’ need of contingent scaffolding | 1 | 0 | 0 | 1 | 0 | |
learning about GIS | 2 | 1 | 0 | 0 | 1 | |
no GIS competence of teachers | 1 | 0 | 0 | 1 | 0 | |
school staff’s lack of technology skills | 1 | 0 | 1 | 0 | 0 | |
teachers’ (mis)understanding of GIS potential | 6 | 0 | 1 | 2 | 3 | |
teachers’ disbelief of GIS use necessity | 2 | 0 | 0 | 1 | 1 | |
teachers’ fear of using GIS | 1 | 0 | 0 | 1 | 0 | |
teachers’ high workload | 2 | 0 | 1 | 1 | 0 | |
teachers’ inability to create own materials and data | 3 | 0 | 1 | 1 | 1 | |
teachers’ lack of GIS training | 15 | 3 | 3 | 6 | 3 | |
teachers’ lack of technology skills | 6 | 0 | 2 | 2 | 2 | |
teachers’ lack of time | 6 | 1 | 0 | 3 | 2 | |
teachers’ low media literacy | 1 | 0 | 0 | 1 | 0 | |
teachers’ need of training | 1 | 1 | 0 | 0 | 0 | |
teachers’ perception of GIS lesson inefficiency | 1 | 0 | 0 | 1 | 0 | |
teachers’ perception of GIS use difficulty | 2 | 0 | 1 | 0 | 1 | |
teachers’ unfamiliarity with educational materials | 1 | 0 | 0 | 0 | 1 | |
time-consuming preparation for teachers | 8 | 1 | 3 | 2 | 2 | |
unsuitable teaching approaches | 2 | 0 | 1 | 1 | 0 | |
variability in learners’ level of technological skills | 1 | 0 | 0 | 1 | 0 |
Appendix B. Matrix of Limit Categories Co-Occurrence in the Reviewed Studies
Cooperation (in Lesson) | Cooperation (with Other Teachers) | Curriculum | Data | Educational Goals and Outcomes | Hardware | Learners’ Knowledge and Skills | Learners’ Motivation | Price | Psychological Barriers | Software | Teachers’ Knowledge and Skills | Teachers’ Motivation | Teachers’ Training | Teachers’ Workload | Technical Support | Technological Problems | Time Allocated | |
cooperation (in lesson) | 2 | 0 | 0 | 0 | 0 | 1 | 2 | 0 | 0 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 1 |
cooperation (with other teachers) | 3 | 1 | 1 | 2 | 2 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 2 | 3 | 1 | 2 | 2 | |
curriculum | 7 | 3 | 1 | 5 | 1 | 0 | 3 | 1 | 6 | 5 | 1 | 7 | 3 | 3 | 3 | 3 | ||
data | 6 | 2 | 6 | 3 | 0 | 4 | 2 | 6 | 4 | 3 | 4 | 3 | 3 | 0 | 4 | |||
educational goals and outcomes | 6 | 3 | 2 | 1 | 0 | 0 | 3 | 4 | 2 | 2 | 5 | 3 | 1 | 3 | ||||
hardware | 22 | 8 | 3 | 5 | 3 | 14 | 12 | 5 | 13 | 11 | 9 | 2 | 11 | |||||
learners’ knowledge and skills | 10 | 2 | 2 | 2 | 7 | 4 | 2 | 4 | 4 | 5 | 1 | 6 | ||||||
learners’ motivation | 5 | 0 | 0 | 3 | 3 | 2 | 2 | 1 | 2 | 0 | 2 | |||||||
price | 6 | 2 | 5 | 3 | 2 | 4 | 3 | 4 | 1 | 4 | ||||||||
psychological barriers | 4 | 3 | 1 | 2 | 2 | 3 | 1 | 0 | 4 | |||||||||
software | 20 | 11 | 5 | 13 | 8 | 7 | 3 | 10 | ||||||||||
teachers’ knowledge and skills | 16 | 6 | 11 | 8 | 6 | 4 | 8 | |||||||||||
teachers’ motivation | 8 | 4 | 4 | 3 | 0 | 5 | ||||||||||||
teachers’ training | 16 | 7 | 6 | 4 | 8 | |||||||||||||
teachers’ workload | 15 | 5 | 3 | 11 | ||||||||||||||
technical support | 12 | 2 | 6 | |||||||||||||||
technological problems | 6 | 2 | ||||||||||||||||
time allocated | 15 |
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Bernhäuserová, V.; Havelková, L.; Hátlová, K.; Hanus, M. The Limits of GIS Implementation in Education: A Systematic Review. ISPRS Int. J. Geo-Inf. 2022, 11, 592. https://doi.org/10.3390/ijgi11120592
Bernhäuserová V, Havelková L, Hátlová K, Hanus M. The Limits of GIS Implementation in Education: A Systematic Review. ISPRS International Journal of Geo-Information. 2022; 11(12):592. https://doi.org/10.3390/ijgi11120592
Chicago/Turabian StyleBernhäuserová, Veronika, Lenka Havelková, Kateřina Hátlová, and Martin Hanus. 2022. "The Limits of GIS Implementation in Education: A Systematic Review" ISPRS International Journal of Geo-Information 11, no. 12: 592. https://doi.org/10.3390/ijgi11120592
APA StyleBernhäuserová, V., Havelková, L., Hátlová, K., & Hanus, M. (2022). The Limits of GIS Implementation in Education: A Systematic Review. ISPRS International Journal of Geo-Information, 11(12), 592. https://doi.org/10.3390/ijgi11120592