On the basis of the theoretical knowledge learned in the B.Sc. degree programme Geography and the practical skills acquired there in the professional and appropriate handling of geodata, the students will have acquired more intensive knowledge in the field of empirical cartography.
After successful completion of the module

• the students will have gained basic insights into the international research field of empirical cartography;
• are able to classify and evaluate the phases of empirical research processes;
• are able to comprehend the derivation of a cartographic research question;
• have the students become familiar with the practical implementation of an empirical study;
• know the (statistical) evaluation forms of empirical results.

The module focuses on imparting knowledge and methods in the field of empirical cartography (and thus in principle also for other empirically oriented scientific disciplines). The presentation of national and international research approaches for increasing the efficiency of cartographic media on the basis of literature evaluations is followed in the main part of the module by the acquisition of empirical research methods by means of the development and implementation of own experimental tests. For this purpose, suitable questions from cartography are derived in the form of small groups and transferred into a project form. The main phase of the project-oriented module therefore includes the preparation (concept development, operationalisation), implementation and the evaluation (presentation) of an empirical study.

Analogue and computer-supported work phases, partner or group work, presentations, seminar lessons; the joint elaboration of theory-based findings in scientific discourse require the regular participation of the students in the seminar sessions (with a maximum of 2 absences).

Reading to prepare: Bollmann, J.: Empirische Kartographie, in: Bollmann, J., Koch, W.G. (2001) (Hrsg.): Lexikon zur Kartographie und Geomatik, Heidelberg, Bd., 1,S. 194-197.

Use of English-language literature and international e-learning components

In the seminar, students learn how to use the Unity game engine and the HTC Vive virtual reality (VR) glasses. They acquire programming skills in the programming language C#, learn how to build their own 3D and VR environments, and critically examine the possibilities and weaknesses of current VR technology.

Although the first VR devices and applications were developed half a century ago, virtual reality has only become consumer-friendly in recent years with the introduction of (relatively) low-cost hardware. Since the release of Oculus Rift and HTC Vive, hundreds of VR applications and games have been released every year. The great interest on the part of consumers has in turn led to the development of increasingly inexpensive VR goggles. For geography, this development opens up exciting new application possibilities. Distant, hostile, hard-to-reach, or non-existent (anymore) environments can be depicted realistically. VR glasses make it possible to immerse oneself in such environments and to move through them. The so-called room-scale tracking enables a very realistic form of movement and interaction with the virtual environment.
The aim of the seminar is to present and compare current VR systems, as well as to acquire the ability to create your own interactive 3D and VR environments using the Unity game engine and to model your own 3D objects using Blender. Difficulties in developing user-friendly VR environments such as VR sickness are also explained and methods for avoiding these difficulties are taught.

Introductory course on the history of virtual 3D worlds and virtual realities in geography;
Presentations and exercises on the use of Unity, Blender, introduction to programming with C#, as well as developments and possibilities of VR hardware;
Independent creation of an interactive 3D environment in Unity