Integrating Google Maps into geography education: a course evaluation of student achievement, geographical thinking, and map reading skills

The present study examined the effects of using Google Maps as geospatial technology on undergraduate university students’ achievements, geographical thinking, and map reading skills. The study also determined student experiences and subject teacher opinions regarding intervention. The study followed a case study research method. A total of forty-five undergraduate university students of B.A-B.Ed. Integrated course and one geography subject teacher participated in a seven-hour Google Maps integrated Geography of Asia course. Accordingly, data was collected from the study participants. Consequently, one group quasi-experimental design was used to differentiate between students’ pre and post-test results of achievements, geographical thinking, and map reading skills. Furthermore, interviews were conducted to explore students’ experiences and teachers’ opinions on using Google Maps in the Geography of Asia course. Self-made student achievement tests, Geographical thinking tests, Map reading skill tests, and student and teacher interviews were used as data collection instruments. Descriptive statistics were used to analyze quantitative data. Interviews were analyzed by thematic content analysis. The study reveals a significant effect of Google Maps on students’ achievement, geographical thinking, and map reading skills. Students’ positive experiences and teachers’ opinions about Google Maps will suggest that teachers use geospatial technologies in geography teaching.