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The purpose of this paper is to test if and how interactive thematic maps can encourage the formation of tourists' perceptual maps of attractions in a destination.

Data were derived from 365 online trip planners generated by users of the Amish Country web site from 1 August 2007 to 31 July 2008. Given the nature of the data set, network analysis techniques were used to analyze the data.

Network analysis findings demonstrate that the things to do (TTD) included in the interactive Heritage Trail map were more frequently bundled together in the saved trip plans than TTDs included in other sections of the web site. Further analysis suggests that some additional non‐Heritage TTDs could be included in the Heritage Trail map due to their perceptual proximity.

The findings provide evidence that interactive maps on web sites can play an important role in tourists' planning behavior, which has significant implications for online tourism marketing. The findings also provide insights as to how online behavioral data can be used to derive marketing intelligence.

This study contributes to the theoretical development of the role of interactive maps in travel planning and also illustrates the usefulness of network analysis for investigating tourism‐related issues.

This article helps secondary teachers use online maps about the COVID-19 pandemic to develop students' critical map literacy and digital geographic information literacy while helping students analyze the pandemic and its impact on society. The purpose of this paper is to discuss unique features of online maps, suggest six questions to bring to online maps, and provide an activity and resources to develop students' skill in using these maps.

For social studies teachers, online interactive maps create opportunities as well as challenges. They can be more engaging and interesting than static maps. They also show the relevance of key themes in geography as well as the power of maps to convey information. Maps about COVID-19 are used to explore themes in geography.

Interpreting COVID-19 online maps can help students learn about the pandemic, evaluate the decisions of health officials and elected leaders, and thus develop tools to participate in society as active citizens.

Young people and adults are often more engaged by interactive online sources; however, online maps require teachers to develop new approaches to teaching basic and critical map literacy that include elements of digital geographic information literacy. Students can learn to ask questions of maps while learning about COVID-19.

With the proliferation of digital maps, teachers and students have an array of new tools for developing civic and global perspectives in the social studies classroom. This article builds the case for the importance of geographic reasoning in civic and global education, explores the interactivity of digital maps, and provides an annotated bibliography of select maps. The article concludes with a promising outlook for the future of digital maps in social studies.

Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking, problem-solving, and collaborative skills. Although little attention has been given to learning from maps in higher education, knowledge of space is critical to attitudes and decision making as global citizens. Additionally, the ability to easily create multimedia maps offers new educational affordances for students at a distance and has the potential to link geographic and cultural understanding within the context of a variety of disciplines. We discuss the development of a mapping and blogging interactive learning environment, MapBlog, as a visual platform for representing information spatially. In this chapter, the MapBlog will be discussed as an interactive learning environment and as a visual platform for representing information spatially. We present and discuss four MapBlog categories: external content, student-created content, static content, and thematic.

The interactive cartography videodisc includes a double‐sided videodisc with one side containing full map images of over 600 maps and in excess of 30,000 tiles and close‐up pieces of these maps. The database contains a wide assortment of map information and will be approximately eight megabytes in size. Not only does the database provide information about each map but a user can search fields in the database to isolate those maps that fit the intended criteria. The interface (approximately two megabytes) provides the link between the images and the data. It is designed to allow a high level of interaction and access through display environments. A printed directory is also being prepared with three indexes organized alphabetically by map title, subject, and region.

The purpose of this paper is to develop a modeling and interactive operating method for virtual assembly (VA) to support assembly process generation based on interactive operation.

This paper puts forward an assembly semantic modeling method for interactive assembly and process generation after the analysis on requirements of operation process generation. Based on this semantic model, methods for semantic generation, semantic processing and assembly motion extraction from interactive operation are presented. Partial process generation of auto engine is proposed to verify the approaches in this paper.

The application shows that assembly semantic modeling and operating methods can support process generation based on VA operations.

The approaches presented in this paper improve the efficiency of assembly process, making assembly process intuitive and natural.

The aim of this work is to explore the use of lightweight but effective user interfaces for mobile navigation and wayfinding in urban environments.

Two interactive mobile interfaces were designed and implemented following a user‐centred approach. The first interface makes use of 2D digital technology such as different representations of 2D maps and textual information. To enhance the user experience during navigation, location aware searches may be performed indicating information about the surroundings. The second interface makes use of virtual reality (VR) and computer graphics to present 3D maps and textual information. The VR maps are also interactive and contain hyperlinks positioned in 3D space which link to either web pages or other multimedia content.

Both interfaces allow users to visualise and interact with different levels of representation of urban maps. Initial evaluation has been performed to test the usability of the 2D interface, and limitations of the 2D technology were recorded. To overcome these limitations and explore the potentials of alternative technologies a VR interface was prototyped and a pilot evaluation was conducted.

This paper provides two prototype interfaces with some initial evaluation that may be useful for future navigation and wayfinding systems.

As more and more people make use of mobile technologies and advanced interfaces to enhance access to location‐based services, this paper offers two prototype interfaces for personal digital assistants that provide solutions to urban navigation and wayfinding.

The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome.

Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning.

Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap.

This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

Texas A&M University Libraries developed a Web‐based training (WBT) application for LandView III, a federal depository CD‐ROM publication using cross‐browser dynamic HTML (DHTML) and other Web technologies. The interactive and self‐paced tutorial demonstrates the major features of the CD‐ROM and shows how to navigate the programs. The tutorial features dynamic HTML techniques, such as hiding, showing and moving layers; dragging objects; and windows‐style drop‐down menus. It also integrates interactive forms, common gateway interface (CGI), frames, and animated GIF images in the design of the WBT. After describing the design and implementation of the tutorial project, an evaluation of usage statistics and user feedback was conducted, as well as an assessment of its strengths and weaknesses, and a comparison of this tutorial with other common types of training methods. The present article describes an innovative approach for CD‐ROM training using advanced Web technologies such as dynamic HTML, which can simulate and demonstrate the interactive use of the CD‐ROM, as well as the actual search process of a database.