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Web GIS to Learn Geopolitics in Secondary Education: A case study from Spain

Publicated to:European Journal Of Geography. 14 (2): 15-31 - 2023-01-01 14(2), DOI: 10.48088/ejg.m.pue.14.2.015.031

Authors: Puertas-Aguilar M-Á; Sipols AEG; de Lázaro-Torres M-L

Affiliations

International School of Doctorate Universidad Nacional de Educación a Distancia (EIDUNED), Spain - Author
Universidad Nacional de Educación a Distancia (UNED), Spain - Author
Universidad Rey Juan Carlos (URJC), Spain - Author

Abstract

Teachers’ increasing use of cloud-based Geographical Information Systems (Web GIS) in an interactive way in Spanish secondary schools highlights the importance of researching the effectiveness of this new approach. This study employs action research qualitative methods, through direct teacher observation, and quantitative methods to analyze student grades following first use of Web GIS. Specifically, the research involved: a) Design: organizing a geopolitics’ lesson plan, with seven tasks, for a sample comprising 92 students at K10 level (15-16 years old); b) Comparison: contrasting the results of a traditional written exam following the use of two technologies (namely, Web GIS and a conventional PowerPoint presentation); c) Data collection: analyzing quantitative data via a descriptive and inference study of grades (involving a geopolitics exam; geography and history final term; Grade Point Average -GPA-; and the average grade of the entire term’s 10 curriculum subjects); d) Direct observation: assessing class interactions in which students are assisted with both technology (Web GIS or PowerPoint) and the clarification of concepts. The results demonstrate that Web GIS is a useful learning tool in geopolitics, with students getting better grades and no significant gender differences. Direct observation confirms how Web GIS technologies engage students; assist ‘ubiquitous learning’ from any place and at any time; improve their understanding of data analysis and spatial concepts; and enhanced digital competencies. © 2023 by the authors. Licensee European Association of Geographers (EUROGEO). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.

Keywords

CompetenciesEducation assessmentGeographyGeospatial technologiesHistorySecondary educationWeb gis

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal European Journal Of Geography due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2023, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Cultural Studies.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 1.51, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions Jun 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-06-23, the following number of citations:

  • Scopus: 3

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-23:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 31 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.