The use of GIS to enhance student learning in geographical education has garnered broad recognition. Notwithstanding this, the diffusion of GIS technology into class teaching has been slow. This study endeavored to examine the effects of GIS usage in air pollution teaching on learning outcomes of secondary school students. To this end, two parallel classes in the same academic year were chosen as the control and experimental groups. A quasi-experimental research design was used to compare the learning outcomes of the experimental group who were exposed to the use of GIS in air pollution teaching with those of the control group who were not. The results show that GIS-based teaching does lead to improvement in students' learning outcomes, although not uniformly. More specifically, GIS-based teaching enhances high-order cognitive abilities related to application and analysis, highlighting the effectiveness of GIS as a tool in educational settings, especially for developing advanced cognitive abilities.

中文翻译：

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在地理教育中使用 GIS 是否会产生更好的学习成果？空气污染教学的准实验研究证据

使用 GIS 来增强学生在地理教育中的学习已获得广泛认可。尽管如此，GIS 技术在课堂教学中的推广进展缓慢。本研究旨在探讨GIS在空气污染教学中的使用对中学生学习成果的影响。为此，选择同一学年的两个平行班级作为对照组和实验组。采用准实验研究设计来比较在空气污染教学中使用 GIS 的实验组与未使用 GIS 的对照组的学习成果。结果表明，基于 GIS 的教学确实可以提高学生的学习成果，尽管效果不一。更具体地说，基于GIS的教学增强了与应用和分析相关的高阶认知能力，突出了GIS作为教育环境中的工具的有效性，特别是对于发展高级认知能力。