ABSTRACT
This review attempts to summarize contributions by authors who, in the last decade, have dedicated their efforts to making geoheritage accessible to the public. Geoheritage is composed of geosites, which are, nowadays, real milestones on which field-based geological education can be conducted. However, the COVID-19 pandemic in particular has made it clear that a new paradigm is needed;a series of tools must be introduced and increasingly used to make it possible for potential users, be they academics, students, or the lay public, to experience geosites from locations that can be thousands of kilometers away. All these have been achieved over time by a wide range of evolving techniques and advanced technologies such as GIS tools, virtual reality applications and further innovative technologies such as WebGIS platforms accompanied by appropriate navigation tools (VR headsets and thumbsticks). The viewers, in this way, are provided with a complete view of a virtual geosite, which enables visualizing its characteristics at different scales. VR technologies, especially, have revealed a high degree of satisfaction, based on feedback collected from VR geosite visualization events, both by scientists, students and the general public, and could be the forefront of geosite visualization and valorization in the near future.
ABSTRACT
Teaching geology under COVID-19 pandemic conditions led to teaching limitations for educators and learning difficulties for students. The lockdown obstructed face-to-face teaching, laboratory work, and fieldtrips. To minimize the impact of this situation, new distance learning teaching methods and tools were developed. The current study presents the results of an empirical study, where distance learning teaching tools were constructed and used to teach geology to university students. A mineralogical mobile phone application was used to replace laboratory mineral identification and a flow chart to replace laboratory rock identification. Additionally, exercises on faults and maps were developed to fill the gap that was created as field work was impossible. A university course on geology was designed on the basis of the constructed distance learning teaching tools, and more than 100 students from the Department of Civil Engineering attended the course. The results show that the proposed tools helped the students to considerably understand scientific information on geology and supported the learning outcomes. Thus, it is suggested that the teaching tools, constructed for the purposes of the study, could be used in conditions when distance learning is required, or even under typical learning conditions after laboratories, as well as before or after fieldtrips, for better learning outcomes.
ABSTRACT
During remote learning due to the COVID-19 pandemic, we developed and implemented a place-based, 5E mini-unit for New York City high school and community college Earth science students, most of whom identify as belonging to non-dominant groups. As well as supporting standard science skills such as graphing and interpreting data, we leveraged active learning and culturally responsive pedagogies such as reasoning by analogy, storytelling, virtual field trips, and sketching. These strategies were aimed at developing science content and skills, science identities, and science interest. The mini-unit was taught over 6 to 7.5 hours. Pre-and post-surveys for 107 students from three schools showed significant gains in learning (38% increase;p= <0.0001). Science identity measurements increased slightly although they stayed relatively low. Science interest measurements were higher with small increases. Teacher influence and science classroom experiences ranked as the most important influencers of science interest. For 33 community college students, no correlation was found between content learning, science identity, and science interest. In this group, females and White students had higher scores for all three measures. Between pre- and post-survey, science identity increased, particularly for Black students, while science interest decreased for all but White students. For all students, overall increases between pre- and post-survey suggest the pedagogical approaches used during remote synchronous learning were successful at helping students grow as scientists. © 2023 National Association of Geoscience Teachers.
ABSTRACT
Geosciences remain one of the least diverse fields. Efforts to diversify the discipline need to address the role of hostile and exclusionary work and learning environments. A workplace climate survey distributed to five professional organizations illustrates varied experiences of earth and space scientists over a 12-month period (pre-COVID). A majority experienced positive interactions in the workplace. However, scientists of color, women and non-binary individuals, scientists with disabilities, and lesbian, gay, bisexual, queer, pansexual, and asexual (LGBQPA+) scientists more frequently experienced negative interactions, including interpersonal mistreatment, discriminatory language, and sexual harassment. Geoscientists of color were more likely to experience devaluation of their work than white scientists. More than half of women and non-binary respondents, as well as those who identify as LGBQPA+ experienced identity-based discriminatory remarks. Disabled geoscientists were more likely to hear negative identity-based language than those who did not disclose a disability. Overall, 14% of all respondents experienced sexual harassment in the previous year. Rates were greatest for historically excluded groups: non-binary (51%), LGBQPA+ (33%), disabled (26%), women (20%), and geoscientists of color (17%). A majority of geoscientists reported avoiding their colleagues and almost a third considered leaving their institution or a career change. Historically excluded groups were more likely to report opting out of professional activities with potential career consequences. To address continued exclusion and low retention in the earth and space sciences, recruitment is not enough. We need to create environments that ensure opportunities for all to thrive.
ABSTRACT
• PrefaceIt is our privilege to present the proceedings of the two-day online Conference entitled "International Conference on Advanced Earth Sciences and Foundation Engineering (ICASF-2022)”.The Conference was held virtually considering COVID–19 pandemics, ensuing gathering, and travel restrictions in the nation and worldwide. Yet, despite the issues, the virtual ICASF-2022 took place on 23rd and 24thJune 2022 and attracted a more significant number and diverse mix of attendees than it would have done as per expectations. The Organizers, i.e., ChandigarhUniversity, Mohali, India, which runs the event, seek to promote international collaborations in Research and Innovation. The Conference was delivered through ZOOM Cloud Meeting technology. More than 200 extra individuals signed upto ICASF-2022 over the guests, presenters, and invited attendees because of easier online access. Collectively more than 450 people attended from 15 countries. The Conference had delegates, participants, and attendees from Tanzania, South Africa, Kazakhstan, Russia, Afghanistan, Bangladesh, Bhutan, Nepal, and European countries some of whom might not otherwise have come because of the distance and time constraints in traveling. The Conference consists of six sessions, including inaugural and valedictory. Prof. (Dr.) Mikhael Bechelany from CNRS, France, Trinidad graced the plenary session along with Prof. (Dr.) Luminita Andronic, Professor at the Product Design and Environment Faculty, Transilvania University of Brasov, Romania, Prof. (Dr.) Valeria De Matteis, Professor at the Department of Mathematics and Physics "Ennio De Giorgi” of the University of Salento, Lecce (Italy), and Prof. (Dr.) Siraj Muhammed Pandhiani, Professor in the Department of General Studies, Jubail University College, Saudi Arabia. Furthermore, Four Keynote addresses were given by researchers and scientists from NIT, Kurukshetra, GHRCEM, Pune, National Agri-Food Biotechnology Institute, Mohali, Punjab, Chaudhary Charan Singh Haryana Agriculture University, Haryana. Overall, 130 paper presentations were delivered by authors in four conference technical sessions. Authors were facilitated with 15 minutes to present their papers, followed by 5 minutes of discussion and query session. The paper presentation and discussion emphasized incorporating Advanced Earth Science and Foundation Engineering, and compatibility withconstruction. The national and international research scenario on Advanced Earth Science and Foundation Engineering seeks to reduce negative impacts on the ecosystem, modern era development, and Future possibilities for sustainability. Thereby role play in Sustainable Development Goals. The primary objectives of today's development are reducing the consumption of non-renewable resources, minimizing waste, and creating a healthy environment. Consequently, interdisciplinary and integrated innovations have resulted in numerous smart solutions. This event provided a forum for researchers from different scientific and engineering fields to deliberate and collaborate at national and international levels for translating research into intelligent possibilities to make human life better.Chandigarh University, Gharuan, the leading university in research and Innovation in India, sponsored this Conference. This Conference provided an opportunity for in-depth technical discussions and the exchange of innovative ideas on a wide range of possibilities to explore the potential of their applications in industry and society. Moreover, young researchers were exposed to emerging trends and research areas that have significant technical and scientific importance for sustainable development.List of Conference photographs, Sponsoror funding acknowledgements, committees/participants are available in this Pdf.
ABSTRACT
COVID-19 has created challenges and opportunities across higher education, with flow-on effects for teaching, research, and publishing. Using an archival case study approach, we analyzed 543 Journal of Geoscience Education submissions from 2018 to 2020 to determine potential impacts of the pandemic on our authors and reviewers. Trends in submission numbers and types, gender, and institutional affiliation were characterized pre- and post-COVID onset. Results indicate that though there was an initial drop in submissions post-COVID onset, submission numbers rose to typical levels a few months later. However, the proportion of Curriculum and Instruction submissions dropped by 10% post-COVID onset, whereas research submissions increased by 12.6%, representing a tenfold increase in the gap between the two. In contrast to other studies that found a decrease in submissions by women authors post-COVID onset, JGE had a 3.8% increase in initial submissions by women corresponding authors. However, there was a 12.2% decrease in revisions by women corresponding authors post-COVID onset. Women reviewers had a 2.2% lower acceptance rate post-COVID onset, though still make up over half of JGE's reviewers. Although there were more contributions from corresponding authors at research intensive institutions, reviewers from these institutions had lower acceptance rates post-COVID onset. Review and revision durations both increased post-COVID onset, and reviewer decline reasons became more specific. In response to these findings, we recommend that the geoscience education community continue to be openly understanding of work-life balance, encourage more Curriculum & Instruction scholarship, and support more contributions from authors and reviewers at non-research intensive institutions.
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Digital outcrop models (DOMs) have facilitated quantitative and qualitative studies in digital and virtual environments of source and reservoir rock analogs important to the oil industry. The use of immersive virtual reality (iVR) to extend field experiences has motivated several research groups to develop software integrating iVR techniques with tools to interpret and derive geological information from DOMs. This virtual approach can also contribute to the development of geological and spatial thinking skills taught in the classroom and during field trips. The immersive virtual field trips (iVFTs) can provide students access to outcrops and additional data restricted to field learning activities while allowing additional interactions impossible in the field. iVFTs have been developed recently;however, the structuring of iVFTs for geology classes has not been presented in a way that inexperienced iVR users can make use of such systems. In this scenario, our work proposes a method to structure an iVFT using georeferenced data containers and the virtual reality software Mosis LAB while evaluating users' perceptions during an iVFT study case. The evaluation using technology acceptance model questionnaires showed that users were positively impacted by the observational iVFT experience, effectively supporting e-learning, and class field learning activities and preparations. This approach allows field trip experiences in less accessible study sites, especially in less favorable conditions like the ones during the Coronavirus 2019 pandemic where many geoscience departments had their field trips hampered.
ABSTRACT
Fall 2020 presented myriad challenges for teachers trying to plan curricula to meet students' social-emotional and learning needs following an unprecedented spring and summer of isolation and loss due to the pandemic caused by SARS-CoV-2 (Rivera and Wallace 2020). The result of creative planning and adjusting of curricula for remote instruction led to a new component of thinking about differentiation: Beyond differentiating to students in the classroom, teachers were and continue to differentiate to students in different learning environments. The unit presented in this article is an example of how the authors reimagined their Earth and Space Science class for ninth- and tenth-grade students for remote instruction that included strong data analysis and critical-thinking components. As written, the unit emphasizes building a strong classroom community online, creates opportunities for students to follow their own curiosity, and teaches transferable skills--specifically argumentative writing skills--that will support students' success across subject areas.
ABSTRACT
We present two original, video-game-style field geology experiences designed to allow flexible, open-ended exploration for geologic mapping and structural geology. One simulation features the Whaleback anticline, a site in central Pennsylvania (USA), with a three-dimensional exposure of a 30 m high fold, based on a terrain model that was acquired through structure-from-motion photogrammetry. The second example is a fictional location with simplified geology, which was built with digital modeling software and inspired by the geology of northwestern Washington. Users move through the terrain, as if in the field, selecting where to make observations of the geologic structure. Additionally, these virtual field experiences provide novel visualization opportunities through tools like a geodetic compass that instantly plots data to a stereonet and a jetpack simulation, which allows the user to interrogate geologic surfaces in hard-to-reach locations. We designed the virtual field experiences in a widely used video-game-creation software and published the field simulations for access via the internet and common web browsers so that no special hardware or software is required to play. We implemented these field simulations to partially replace field and lab exercises in two different courses offered remotely through the University of Washington Department of Earth and Space Sciences, with assignments that address many of the learning goals of traditional in-person exercises. Because the virtual field experiences are open-ended, other instructors can design different exercises to meet different learning goals. While this game environment currently serves as an enhancement to remote education, this format can also augment traditional educational experiences, overcoming several challenges to accessing the field or particular outcrops and, thereby, broadening opportunities for participation and scientific collaboration.
ABSTRACT
While it should be common practice to talk about climate change throughout the curriculum (NGSS Lead States 2013), only addressing climate when it comes up in other classes results in students graduating high school still unable to articulate the causes or effects of climate change as well as what needs to be done to address the problem (Monroe, Oxarart, and Plate 2013;Reid 2019;Schreiner, Henriksen, and Kirkeby Hansen 2005). Even if building climate change into other science classes was an effective strategy for teaching climate science, students would still not have gained climate literacy because CCE should also incorporate societal effects and climate justice (Stapleton 2019). Students were encouraged to submit their projects to the potentially interested groups or organizations (e.g., Department of Transportation or city planning commission) once complete. Because climate change misconceptions abound (McNeil and Vaughn 2012), we identified common misconceptions ahead of time and provided tools to prevent or resolve these noncanonical understandings. Instead of telling students that the two can be confused, we start by discussing the ozone hole (because they are already familiar with it) and how ozone interacts with UV radiation before even mentioning the greenhouse effect and carbon dioxide interacting with infrared radiation.
ABSTRACT
The advent of photorealistic, 3D computer models of cliff sections (virtual outcrops) has improved the immersive nature of virtual geological field trips. As the COVID-19 pandemic led to widespread national and international travel restrictions, virtual field trips (VFTs) became practical and essential substitutes for traditional field trips and accelerated the development of VFTs based on virtual outcrop data. This contribution explores two such VFTs delivered to a masters level Integrated Petroleum Geoscience course at the University of Aberdeen. These VFTs are based on traditional field trips that are normally run to the Spanish Pyrenees and Utah (USA). The paper summarizes the delivery mechanism for VFTs based on virtual outcrops and examines student perception, gauged primarily through questionnaires and learning outcomes. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student perception was very positive and comparable to satisfaction with the conventional trips. Staff feedback and student assessments suggest that the learning outcomes were satisfied and highlight the value of this method of teaching for students who are unable to attend the field trip and as an addition for those who can.
ABSTRACT
Strategies of risk mitigation become effective when citizens facing hazardous phenomena adopt rational behaviours that contribute to the lowering of the risk. This is more likely to occur when endangered communities share a widespread understanding of natural phenomena and their impacts. To reach this goal, educational and outreach materials are often organised around the descriptions of the natural process and its effects. Unfortunately, however, receiving correct information does not automatically grant the adoption of safe behaviours. Our teaching efforts may fail because of pre-existing biases, beliefs, and misconceptions. The identification of these biases is important to plan effective educational campaigns capable of providing the concepts that are needed to actually inform citizens' choices about natural hazards.In this work, we present the results of an unconventional workshop on volcanic risk that we proposed to primary and secondary schools (aged 6–13) in Italy. The workshop is meant to explore the mental models that kids and youngsters have about volcanic eruptions, and it takes the form of a creative exercise. We asked the pupils to write and illustrate a story in four frames, describing the onset and outcome of an imaginary eruption. All stories were then presented to the class and always provided useful hints to spark discussion about volcanic processes and hazards. As a whole, the collected stories provide a multifaceted description of volcanic eruptions and their potential impacts as imagined by the kids. A careful analysis of this material provided several insights useful to improve future outreach material and educational plans. The workshop is simple to reproduce, even remotely, and could easily be extended to different types of hazards.While very simple to organise, this approach grants the secure engagement of most participants and offers a very different perspective on pupils' understanding of natural phenomena.
ABSTRACT
This study examined the effectiveness of blended instructional approach in improving students' scientific learning outcomes. This study employed a quantitative research design, where meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was mainly used to determine the effectiveness of previously done studies on blended instructional approaches. Using Comprehensive Meta-Analysis (CMA) software, the study extracted 53 effect sizes from 49 empirical studies from January 2016 to June 2021. The overall weighted effect size of g=1.349 suggests that the blended instructional approach has a significantly large and positive effect on students ' scientific learning outcomes. Moderator analyses showed that the blended instructional approach has the largest effect on students' learning achievement (g=1.499) in comparison to scientific attitudes (g=0.472) and scientific process skills (g=0.277) with both small effects. Overall, the findings establish the effectiveness of blended instructional approaches in developing students' scientific learning outcomes. Hence, science teachers must be equipped with technological and pedagogical knowledge on the effective implementation of the blended instructional approaches in science teaching.
ABSTRACT
The issue of IOP Conference Series: Earth and Environmental Science contains the outstanding papers presented at International Conference on Geoscience and Earth Resources Engineering (ICGN1 -https://media.proquest.com/media/hms/PFT/1/HgO9N?_a=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&_s=32Fd6KGOpe%2FCtSj9PEfZtA5vzWM%3D ERE) 2021. Due to Covid-19 Pandemic, the 3rd ICGERE 2021 Conference was held online on 8 – 9 December 2021.List of Committees are available in this pdf.
ABSTRACT
The canonical view of the northeast Asian anomalous anticyclone (NAAA) is a crucial factor for determining poor air quality (i.e., higher particulate matter, PM2.5 concentrations) in the North China Plain (NCP) on the interannual timescale. However, there is considerable intraseasonal variability in the NAAA in early winter (November–January), and the corresponding mechanism of its impacts on PM2.5 pollution in the NCP is not well understood. Here, we find that the intraseasonal NAAA usually establishes quickly on day 3 prior to its peak day with a duration of 8 d, and its evolution is closely tied to the Rossby wave from upstream (i.e., the North Atlantic). Moreover, we find that the NAAA with a westward tilt might be mainly related to the wavenumbers 3–4. Further results reveal that against this background, the probability of regional PM2.5 pollution for at least 3 d in the NCP is as high as 69 % (80 % at least 2 d) in the Nov–Jan (NDJ) period 2000–2021. In particular, air quality in the NCP tends to deteriorate on day 2 prior to the peak day and reaches a peak on the next day with a life cycle of 4 d. In the course of PM2.5 pollution, a shallower atmospheric boundary layer and stronger surface southerly wind anomaly associated with the NAAA in the NCP appear 1 d earlier than poor air quality, which provides dynamic and thermal conditions for the accumulation of pollutants and finally occurrence of the PM2.5 pollution on the following day. Furthermore, we show that the stagnant air leading to poor air quality is determined by the special structure of temperature in the vertical direction of the NAAA, while weak ventilation conditions might be related to a rapid build-up of the NAAA. The present results quantify the impact of the NAAA on PM2.5 pollution in the NCP on the intraseasonal timescale.
ABSTRACT
Here we describe the curriculum and outcomes from a data-intensive geomorphic analysis course, “Geoscience Field Issues Using High-Resolution Topography to Understand Earth Surface Processes”, which pivoted to virtual in 2020 due to the COVID-19 pandemic. The curriculum covers technologies for manual and remotely sensed topographic data methods, including (1) Global Positioning Systems and Global Navigation Satellite System (GPS/GNSS) surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based (terrestrial laser scanning, TLS) and airborne lidar. Course content focuses on Earth-surface process applications but could be adapted for other geoscience disciplines. Many other field courses were canceled in summer 2020, so this course served a broad range of undergraduate and graduate students in need of a field course as part of degree or research requirements. Resulting curricular materials are available freely within the National Association of Geoscience Teachers' (NAGT's) “Teaching with Online Field Experiences” collection. The authors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in course assignments. The course was run over a 2-week period and had synchronous and asynchronous components. Students created SfM models that incorporated post-processed GNSS ground control points and created derivative SfM and TLS products, including classified point clouds and digital elevation models (DEMs). Students were successfully able to (1) evaluate the appropriateness of a given survey/data approach given site conditions, (2) assess pros and cons of different data collection and post-processing methods in light of field and time constraints and limitations of each, (3) conduct error and geomorphic change analysis, and (4) propose or implement a protocol to answer a geomorphic question. Overall, our analysis indicates the course had a successful implementation that met student needs as well as course-specific and NAGT learning outcomes, with 91 % of students receiving an A, B, or C grade. Unexpected outcomes of the course included student self-reflection and redirection and classmate support through a daily reflection and discussion post. Challenges included long hours in front of a computer, computing limitations, and burnout because of the condensed nature of the course. Recommended implementation improvements include spreading the course out over a longer period of time or adopting only part of the course and providing appropriate computers and technical assistance. This paper and published curricular materials should serve as an implementation and assessment guide for the geoscience community to use in virtual or in-person high-resolution topographic data courses that can be adapted for individual labs or for an entire field or data course.
ABSTRACT
In this body of work, we showcase a historic virtual geotrail on the eastern flank of the iconic Mt. Etna volcano (Italy), along a series of outstanding geological sites and features subsequent to an important eruption that took place in 1928. A geohistoric account of such a major eruption, is of great interest, since it is the only event since 1669 to have caused the destruction of a town (Mascali) in the Etna region. Volcanologists, educators, the lay public, tourists and volcano explorers can now access a series of “virtual geostops” belonging to this virtual geotrail, such that “visitors” can virtually fly above these sites by scanning a QR code on the printed or electronic version of the present manuscript, as well as on the poster provided as additional material for this manuscript. The virtual geostops that comprise the virtual geotrail were developed using the structure-from-motion (SfM) photogrammetry technique from images captured by using unmanned aerial vehicles (UAVs). The main result of our work is the virtual geotrail, subdivided in two parts and composed of eight geostops, each showing outstanding examples of geological features resulting from volcanic phenomena that took place also during 1979. Our approach is designed to support classical field trips, and it can undoubtedly become complementary to traditional field teaching in earth sciences, both now and in the future.
ABSTRACT
The COVID-19 pandemic caused authorities to limit or lockdown cities resulting in changes in human behaviors that impacted the Earth system. Studying such impacts on the Earth system requires an integrated study of relevant parameters using remotely sensed data. This paper discusses a unique dashboard that brings Earth observation datasets together to visualize, explore, and communicate the environmental effect of human behavior due to COVID-19. © 2021 IEEE.
ABSTRACT
V3Geo is a cloud-based repository for publishing virtual 3D models in geoscience. The system allows storage, search and visualisation of mesh models typically acquired using techniques such as photogrammetry and laser scanning. The platform has been developed to handle models at the range of scales typically used by geoscientists from microscopic, hand samples and fossils through to outcrop sections or terrain covering metres to tens of kilometres. The cloud storage system serves the models to a purpose-built 3D web viewer. Models are tiled to ensure efficient streaming over the Internet. The web viewer allows 3D models to be interactively explored without the need for specialist software to be installed. A measurement tool enables users to gauge simple dimensions, such as widths, thicknesses, and fault throws. V3Geo allows very large models comprising multiple sections and is designed to include additional interpretation layers. The specific focus on geoscience data is supported by defined metadata and a classification schema. Public and private storage is available, and public models are assigned Creative Commons licenses to govern content usage. This paper presents V3Geo as a sustainable resource for the geoscience community, including the motivation and main characteristics and features. Example usage scenarios are highlighted: from undergraduate geology teaching, supporting virtual geoscience education and preparing virtual field trips based on V3Geo models. Finally, best practice guidelines for preparing 3D model contributions for publication on V3Geo are included as the Appendix.
ABSTRACT
Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task of making it inclusive to all. Although a popular saying among geologists is “the best geologists see the most rocks”, field trips cost money, time, and are only accessible to those who are physically able to stay outside for extended periods. With the availability of 3D block diagrams, an onslaught of virtual learning environments is becoming increasingly viable. Strike and dip is at the core of any field geologist's education and career;learning and practicing these skills is fundamental to making geologic maps and understanding the regional geology of an area.In this paper, we present the Strike and Dip virtual tool (SaD) with the objective of teaching the principles of strike and dip for geologic mapping to introductory geology students. We embedded the SaD tool into an introductory geology course and recruited 147 students to participate in the study. Participants completed two maps using the SaD tool and reported on their experiences through a questionnaire. Students generally perceived the SaD tool positively. Furthermore, some individual differences among students proved to be important contributing factors to their experiences and subjective assessments of learning. When controlling for participants' past experience with similar software, our results indicate that students highly familiar with navigating geographical software perceived the virtual environment of the tool to be significantly more realistic and easier to use compared with those with lower levels of familiarity. Our results are corroborated by a qualitative assessment of participants' feedback to two open-ended questions, highlighting both the overall effectiveness of the SaD tool and the effect of geographical software familiarity on measures of experience and learning.