Atit, K., Weisberg, S. M., Newcombe, N. S., & Shipley, T. F. (2016). Learning to interpret topographic maps: Understanding layered spatial information. Cognitive Research: Principles and Implications, 1(1). https://doi.org/10.1186/s41235-016-0002-y

Blades, M., & Spencer, C. (1986). Map use by young children. Geography, 7(1), 47–52.
https://www.scopus.com/record/display.uri?eid=2-s2.0-0022853869&origin=inward&txGid=484e024957d3d333eeb3430b21fae297

Boardman, D. (1989). The development of graphicacy: children’s understanding of maps, Geography 74(4), 321–331. https://www.jstor.org/stable/40571740

Boardman, D. (1982). Graphicacy through landscape models. Studies in Design Education Craft & Technology, 14(2).
https://typeset.io/papers/graphicacy-through-landscape-models-ordiwuylzc

Bores-Calle, N. J., Escudero, A., & Bores-García, D. (2020). Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines. International Journal of Environmental Research and Public Health, 17(22). https://doi.org/10.3390/ijerph17228599

Chang, E., Kim, H. T., & Yoo, B. (2020). Virtual Reality Sickness: A Review of Causes and Measurements, International Journal of Human–Computer Interaction, 36(17). https://doi.org/10.1080/10447318.2020.1778351

Chang, K. T., Antes, J., & Lenzen, T. (1985). The effect of experience on reading topographic relief information: Analyses of performance and eye movements. The Cartographic Journal, 22(2), 88–94. https://doi.org/10.1179/caj.1985.22.2.88

Clark, D., Reynolds, S., Lemanowski, V., Stiles, T., Yasar, S., Proctor, S., Corkins, J. (2008). University Students’ Conceptualization and Interpretation of Topographic Maps. International Journal of Science Education, 30(3), 377–408. https://doi.org/10.1080/09500690701191433

Clarke, D. G. (2007). Impact of Map Literacy on Development Planning in South Africa [Doctoral thesis, University of Stellenbosch]. SUN repository. https://scholar.sun.ac.za/handle/10019.1/1233

Doležal, M., Chmelík, J., & Liarokapis, F. (2017). An Immersive Virtual Environment for Collaborative Geovisualization. 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games 2017), 272-275. ISBN 978-1-5090-5812-9. https://doi.org/10.1109/VS-GAMES.2017.8056613

Feng, Z., González, V. A., Mutch, C., Amor, R., Rahouti, A., Baghouz, A., Li. N., & Cabrera-Guerrero, G. (2020). Towards a customizable immersive virtual reality serious game for earthquake emergency training. Advanced Engineering Informatics, 46, 101134. https://doi.org/10.1016/j.aei.2020.101134

Frehlich, C. (2020). Immersive learning: A practical guide to virtual reality’s superpowers in education. Rowman & Littlefield Publishers.

Hamilton, J. W. (1951). An Instrument and Method of Teaching Contour Lines. Journal of Geography, 50(6), 230–231. https://doi.org/10.1080/00221345108982680

Hanus, M., & Marada, M. (2016). What does a map-skills-test tell us about Czech pupils? Geografie, 121, 279–299. https://doi.org/10.37040/geografie2016121020279

Harknett, J., Whitworth, M., Rust, D., Krokos, M., Kearl, M., Tibaldi, A., Bonali, F. L., Van Wyk de Vries, B., Antoniou, V., Nomikou, P., Reitano, D., Falsaperla, S., Vitello, F., & Becciani, U. (2022). The use of immersive virtual reality for teaching fieldwork skills in complex structural terrains. Journal of Structural Geology, 163, 104681. https://doi.org/10.1016/j.jsg.2022.104681

Havelková, L., & Hanus, M. (2018). The Impact of Map Type on the Level of Student Map Skills. Cartographica: The International Journal for Geographic Information and Geovisualization, 53(3), 149–170. https://doi.org/10.3138/cart.53.3.2017-0014

Jochecová, K., Černý, M., Stachoň, Z., Švedová, H., Káčová, N., Chmelík, J., Brůža, V., et al. (2022). Geography Education in a Collaborative Virtual Environment: A Qualitative Study on Geography Teachers. ISPRS International Journal of Geo-Information, 11(3). https://doi.org/10.3390/ijgi11030180

Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, Article 2364. https://doi.org/10.3389/fpsyg.2018.02364

Newcombe, N. S., Weisberg, S. M., Atit, K., Jacovina, M. E., Ormand, C. J., & Shipley, T. F. (2015). The Lay of the Land: Sensing and Representing Topography. Baltic International Yearbook of Cognition, Logic and Communication, 10. https://doi.org/10.4148/1944-3676.1099

Ooms, K., De Maeyer, P., Dupont, L., Van Der Veken, N., Van de Weghe, N., & Verplaetse, S. (2015). Education in cartography: what is the status of young people’s map-reading skills? Cartography and Geographic Information Science, 43(2), 134–153. https://doi.org/10.1080/15230406.2015.1021713

Ormand, C. J., Manduca, C., Shipley, T. F., Tikoff, B., Harwood, C. L., Atit, K., & Boone, A. P. (2014). Evaluating geoscience students’ spatial thinking skills in a multi-institutional classroom study. Journal of Geoscience Education, 62(1), 146–154. https://doi.org/10.5408/13-027.1

Persellin, D. C., & Daniels, M. B. (2014). A concise guide to improving student learning: Six evidence-based principles and how to apply them. Stylus Publishing.

Rapp, D. N., Culpepper, S. A., Kirkby, K., & Morin, P. (2007). Fostering students’ comprehension of topographic maps. Journal of Geoscience Education, 55(1), 5–16. https://doi.org/10.5408/1089-9995-55.1.5

Sandford, H. A. (1979). Things maps don’t tell us, Geography, 64, 297–302.
https://www.jstor.org/stable/40569985

Swenson, S., & Kastens, K. A. (2011). Student interpretation of a global elevation map: What it is, how it was made, and what it is useful for. In A. D. Feig & A. Stokes (Eds.), Qualitative Inquiry in Geoscience Education Research (pp. 189–211). Geological Society of America. https://doi.org/10.1130/2011.2474(13)

Šašinka, Č., Chmelík, J., Šašinková, A., & Stachoň, Z. (2021). The platform eDIVE: A Solution for the Geography Education in Collaborative Immersive Virtual Environment, Abstr. Int. Cartogr. Assoc., 3.
https://doi.org/10.5194/ica-abs-3-257-2021

Šašinka, Č., Chmelík, J., Šašinková, A., & Stachoň, Z. (2023). Holistic Approach to Collaborative Immersive Virtual Environments in Education: eDIVE Design Case Study. PsyArXiv Preprints. https://doi.org/10.31234/osf.io/cp8bg

Šašinka, Č., Stachoň, Z., Sedlák, M., Chmelík, J., Herman, L., Kubíček, P., Šašinková, A., et al. (2018). Collaborative Immersive Virtual Environments for Education in Geography. ISPRS International Journal of Geo-Information, 8(1). https://doi.org/10.3390/ijgi8010003

Šašinková, A. (2023). Virtual Humans: Immersive Virtual Reality in Psychological Research [Doctoral thesis, Masaryk University]. IS MUNI. https://is.muni.cz/th/qrnlf/

Taylor, H. A., Renshaw, C. E., & Choi, E. J. (2004). The effect of multiple formats on understanding complex visual displays. Journal of Geoscience Education, 52(2), 115–121. https://doi.org/10.5408/1089-9995-52.2.115

Zambrano, J. R., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019). Effects of prior knowledge on collaborative and individual learning. Learning and Instruction, 63. https://doi.org/10.1016/j.learninstruc.2019.05.011

Zhao, J., LaFemina, P., Carr, J., Sajjadi, P., Wallgrun, J. O., & Klippel, A. (2020). Learning in the Field: Comparison of Desktop, Immersive Virtual Reality, and Actual Field Trips for Place-Based STEM Education. 2020 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). https://doi.org/10.1109/vr46266.2020.00012