This paper presents a scavenger hunt. A scavenger hunt can be a ludic and active approach to address pupils and transport educational and subject content. Thus, this scavenger aims to familiarize pupils of the age class 10-12 years with GIS and the possibilities GIS offer in a playful manner. It includes 5 stations which are addressed by following an instruction-sheet with QR-codes leading to the respective places and posing questions and tasks. For the scavenger hunt there are two datasets that must be handled: The tasks for each station including the submitted answers and the tracks of the groups. The results and the tracks should also be made available to the Z_GIS geoportal following the guidelines of open standards and interoperability. To fulfill these requirements a combination of two ESRI software products was used: ArcGIS Collector and Survey123. The tracks can be accessed as web feature service via REST URL whereas the survey answers are directly integrated into a dashboard with a map. So, the results are immediately updated and available in ArcGIS Online for inspection, comparison and discussion.
Table of Contents
1. Introduction
2. Project idea, content and scope
3. Methodological approach
3.a. Workflow and SDI-Approach
3.b. Comparison of ArcGIS Collector and Survey123
3.c. Prepare acquisition of tracks with ArcGIS Collector
3.d. Decision between Web and Connect version of Survey123
4. Generation of tasks in Survey123
5. Integration and presentation of the results
6. Dissemination and pedagogical approach
7. Testing of the scavenger hunt
8. Problems, challenges and solution management
8.a. Limitations in the functionality of the Software
8.b. Problems with Integration of Surveys to the geoportal and transferability
8.c. Unlocking Web version of Survey123 for geoportal
8. Conclusion
Objectives and Topics
This project aims to introduce school children aged 10-12 to Geographic Information Systems (GIS) through an engaging, ludic scavenger hunt experience. The core research focus lies in utilizing ESRI software products, specifically ArcGIS Collector and Survey123, to create an accessible and playful learning environment while maintaining technical standards for data collection and integration.
- Design of a child-oriented GIS scavenger hunt storyline
- Implementation of standardized data collection via mobile apps
- Integration of survey results and GPS tracks into an ArcGIS Online dashboard
- Pedagogical strategies for teaching GIS to young age groups
- Technical troubleshooting regarding software interoperability and geoportals
Excerpt from the Book
1. Introduction
The initial task in the lecture SDI Services Implementation was to develop an own project including an SDI-strategy and standardized geoservices for the area of Radstadt. The created services shall be prepared appropriately to communicate to school children what GIS is and are feasible to be done at the GIS-day in May 2019.
The scavenger hunt we created for this event aims to provide a playful introduction to GIS-content for pupils. Therefore, we also encourage pupils to actually use “real” GIS-software. As they are about 10-12 years old, we decided to reduce complexity of the software as much as possible and adding an appealing, child-oriented storyline while still having a serious GIS-environment to conduct the scavenger hunt.
Some words about the Software used: We decided on a mixture of two ESRI-apps as basis for the scavenger hunt: ArcGIS Collector for taking the tracks of pupils walking and Survey123 for fulfilling tasks and submitting answers. Each app has a clear function within our project and can be applied simultaneously, as ArcGISCollector will work in the background.
Summary of Chapters
1. Introduction: Outlines the initial project goals and the motivation to provide a playful yet professional GIS introduction for school children.
2. Project idea, content and scope: Describes the design of the scavenger hunt, including the role of the "ghost" character GISO and the logistics of organizing activities on the Castle Tandalier grounds.
3. Methodological approach: Details the choice of using two synchronized ESRI applications and the workflow for handling survey data and GPS tracks.
4. Generation of tasks in Survey123: Explains the creation of survey forms, the use of QR-codes, and the specific task design for different cardinal directions.
5. Integration and presentation of the results: Covers how data is visualized through ArcGIS Online dashboards and the selection of appropriate base maps.
6. Dissemination and pedagogical approach: Provides a step-by-step guide on how the scavenger hunt is conducted with students and the learning objectives achieved.
7. Testing of the scavenger hunt: Discusses the preliminary test runs conducted at the University of Salzburg to ensure software stability and performance.
8. Problems, challenges and solution management: Addresses technical hurdles encountered, particularly regarding software limitations and integrating private survey projects into organizational geoportals.
8. Conclusion: Summarizes the success of adapting complex GIS systems for younger audiences and highlights the flexibility of the proposed scavenger hunt concept.
Keywords
GIS, Scavenger Hunt, ArcGIS Collector, Survey123, Education, Pupils, Data Collection, SDI, Geoportals, Mobile Computing, Spatial Awareness, Pedagogical Approach, GNSS Tracking, ArcGIS Online, Mapping
Frequently Asked Questions
What is the core objective of this project?
The project aims to make complex GIS concepts accessible to 10-12-year-old school children by using a gamified scavenger hunt approach with standard professional GIS tools.
Which primary software tools were utilized?
The authors utilized ArcGIS Collector for tracking movement and Survey123 for collecting task-based data, combining these to create a comprehensive user experience.
What is the role of the scavenger hunt storyline?
The storyline uses a character called "GISO" to provide a narrative thread, making the technical tasks feel like a playful adventure rather than a lecture.
How is the data collected and displayed?
Pupils use tablets to submit answers and track their routes. This data is synced to ArcGIS Online and visualized via an interactive Dashboard for immediate discussion.
Why were specific software choices made?
The tools were chosen because they are industry-standard ESRI products that can run concurrently, allowing for real-time data collection in both map-centric and form-centric modes.
What are the key pedagogical benefits?
Students learn by doing, gaining direct experience with GIS software, data collection, and spatial reasoning while eliminating technical inhibitions.
What was the main challenge with the geoportal integration?
The researchers struggled to move survey projects from personal accounts into the organization's portal until they discovered how to manipulate the URL parameters in the Web version of Survey123.
Why did the authors choose the web version of Survey123 over the Connect version?
The web version was selected for its intuitive interface, the ability to generate stable QR codes, and the feature allowing users to fill out surveys in a browser without needing an ArcGIS account.
How do the authors ensure the accuracy of the scavenger hunt?
Through systematic testing at the University of Salzburg, they identified that tablets provided more precise tracking than standard smartphones, leading to refinements in how tasks are explained to children.
- Arbeit zitieren
- Philipp Straßer (Autor:in), Eva Missoni (Autor:in), 2019, GIS Concepts For School Children. Creating A Scavenger Hunt For Children With ArcGIS Collector And Survey123, München, GRIN Verlag, https://www.grin.com/document/591052
