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<p>Teaching materials play an important role in GIS education, where learning outcomes depend on practical skills and hands-on experience. Modern GIS instruction therefore requires materials that combine theoretical explanations with practical guidance, including step-by-step tutorials, video manuals, and screencasts. This study examines geography students’ perceptions of hybrid GIS teaching materials at two Slovak universities. The research focuses on the materials Geographic Information Systems—Creation of Selected Thematic Maps (<CitationRef CitationID="CR35">2021</CitationRef>) and is based on a questionnaire survey of 63 students. Data were analysed using the semantic differential method, comparing responses between institutions and between scientific and teacher-training programmes. The results show only minor differences between universities, mainly related to perceived usefulness and the use of similar materials in other courses. Scientifically oriented students evaluated the materials more positively due to more frequent GIS use. Video tutorials and step-by-step guides were rated as the most beneficial for understanding and independent work.</p>

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Video Manuals and Step-by-Step Tutorials as a Part of Teaching Materials of Geographic Information Systems: Student’s Perceptions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月16日

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  • Michaela Žoncová,
  • Jana Vojteková,
  • Anna Tirpáková

摘要

Teaching materials play an important role in GIS education, where learning outcomes depend on practical skills and hands-on experience. Modern GIS instruction therefore requires materials that combine theoretical explanations with practical guidance, including step-by-step tutorials, video manuals, and screencasts. This study examines geography students’ perceptions of hybrid GIS teaching materials at two Slovak universities. The research focuses on the materials Geographic Information Systems—Creation of Selected Thematic Maps (2021) and is based on a questionnaire survey of 63 students. Data were analysed using the semantic differential method, comparing responses between institutions and between scientific and teacher-training programmes. The results show only minor differences between universities, mainly related to perceived usefulness and the use of similar materials in other courses. Scientifically oriented students evaluated the materials more positively due to more frequent GIS use. Video tutorials and step-by-step guides were rated as the most beneficial for understanding and independent work.