Résumé
This study presents the findings from the literature review of 30 empirical research articles on the use of Geographic Information Systems (GIS) in Geographic and Environmental Education published in the last decade (2010-2020). Using systematic review methodology, we recorded and synthesized current knowledge from the literature on how the use of GIS in education is assessed. The findings show that over the past decade, the construct variables used to evaluate the use of GIS in education have focused on three thematic categories (Themes): Learning (44.4%), Affective Elements (40.7%), and Behavior (14.8%). A certified instrument had been used to evaluate the data of 30% of the research conducted in the articles, while three new measuring tools had been created by the original researchers. Analysis of the findings suggests that the use of GIS in Geographic and Environmental education is heterogeneous, sparse, and fragmented. We propose that a more systematic framework be implemented in order to make future studies more effective. The value of our study is that it provides an analytical framework which can be used when evaluating the use of GIS in education, and could also provide information on the development of new assessment methods and measuring tools. [ FROM AUTHOR] Copyright of International Research in Geographical & Environmental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)