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Research has shown that students have difficulties in understanding topographic maps and landforms associated with contour patterns and therefore have problems in reading and interpreting topographic maps and relating these 2-dimensional representa-tions to a real 3-dimensional environment. However, maps are a fundamental tool for understanding geographical concepts and solving geographical problems. Current research indicates that this is not uniquely a South African problem and various at-tempts have been made to address this problem such as the use of videos, models and fieldtrips – each with their own limita-tions and difficulties. Nevertheless, the ability to visualize in 3-dimensions from a 2-dimensional representation is an essential skill in understanding and interpreting topographical maps. To address the problem of 3-D visualisation, an augmented reality sandbox (AR-Sandbox) was introduced to a Geography classroom, to Grade 11 students at a Secondary school in Johannes-burg, South Africa. The aim of this study is to determine the effectiveness of using the AR-Sandbox to enhance the learning of – and improve the learner's performance – in mapwork, and thereby address the problems experienced with 3-D visualisation. The results of the pre-test and post-intervention test are presented and show that the AR-Sandbox is an effective tool for en-hancing an understanding of landscapes rather an improving performance in the construction of cross-sectional profiles.Referências
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