Distance error, a new path for the assessment of place location knowledge

Implementation trial in an educational intervention project among third-year Compulsory Secondary Education students

Abstract

This study, which follows a quasi-experimental design, analyzes the impact of a didactic intervention on the capacity of correct geographic location (place location knowledge) among students in the third year of compulsory secondary education. Eight schools in the Balearic Islands participated, with pre- and post-tests administered through a digital tool that assessed both the traditional correct/incorrect system and the distance in kilometers between the selected and actual locations. Data from 223 students who completed both tests were analyzed. The intervention, implemented in the pilot schools, was based on activities using interrelated maps. Statistical analysis included mixed ANOVAs and Spearman correlations to evaluate error patterns. Results indicate that spatial accuracy depends on geographic factors (latitude, border effect) and cognitive factors (Eurocentric bias, media presence). Moreover, measuring error distance reveals improvements not captured by the dichotomous approach. The intervention increased absolute accuracy but did not significantly reduce relative error among those who failed both tests, suggesting that map-comparison tasks foster nominal recognition and memorization rather than deep spatial skills. The study concludes that combining absolute and relative metrics enriches interpretation and informs the design of more effective teaching strategies.