Visualization Technologies in Geomorphology Education: The Role of 3D Models, GIS, Maps, and VR/AR in Supporting Learning Effectiveness

Nurkeyev  Nurkeyev; Nurbol Ussenov; Borankulova  Borankulova; Tulegenov  Tulegenov; Issakov  Issakov

doi:10.48161/qaj.v6n3a2332

Authors

Nurkeyev Department of Geography and Ecology, Faculty of Geography and Environmental Sciences, Abai Kazakh National Pedagogical University, Almaty, 050010, Kazakhstan;
Nurbol Ussenov Abai Kazakh National Pedagogical University
Borankulova Department of Psychology, Faculty of Humanities, Kazakh National Women's Teacher Training University, Almaty, 050000, Kazakhstan.
Tulegenov Department of Geography and Ecology, Faculty of Geography and Environmental Sciences, Abai Kazakh National Pedagogical University, Almaty, 050010, Kazakhstan;
Issakov Department of Psychology, Faculty of Humanities, Kazakh National Women's Teacher Training University, Almaty, 050000, Kazakhstan.

DOI:

https://doi.org/10.48161/qaj.v6n3a2332

Keywords:

Geomorphology, Visualization technologies, Geographic information systems (GIS), Virtual and augmented reality (VR/AR), Spatial thinking.

Abstract

Visualization technologies have become increasingly important in geomorphology education because they enable learners to explore complex landforms, spatial relationships, and relief-forming processes through more interactive and practice-oriented learning experiences. This study examines the educational role of three-dimensional (3D) models, digital and traditional maps, geographic information systems (GIS), and virtual and augmented reality (VR/AR) in supporting the learning of geomorphological concepts. A quasi-experimental approach was used to compare visualization-enhanced instruction with traditional teaching methods among university students studying geography. The assessment combined pre- and post-instruction testing, questionnaires, observation of the learning process, and evaluation of practical and project-based activities, while teachers’ perceptions of visualization technologies were also considered. The experimental group, which used 3D models, GIS, and VR/AR tools, showed an increase in the average learning score from 62.4 to 84.7, corresponding to a 35.7% improvement. In comparison, the control group taught primarily through traditional methods improved from 61.8 to 70.2, representing a 13.6% increase. In addition, 87% of surveyed teachers positively evaluated the use of innovative visualization technologies. The findings suggest that visualization-enhanced instruction can support students’ understanding of geomorphological processes, spatial and critical thinking, engagement, and independent research skills. At the same time, successful implementation depends on adequate digital infrastructure, teacher preparation, and students’ digital competence. The study highlights the value of integrating visualization technologies with theoretical instruction and practical activities to support more interactive, analytical, and research-oriented geomorphology education.

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