To improve the hazard map of the inland water in the urban area, a few flooding images were given based on simulation data by NILIM2.0. Four conditions of the torrential rain had been simulated to Jakuzure district in Setagaya ward. For reliability improvement of inland water hazard map, the state of drainage function at the time of a flood has to be visualized, to offer a flood dynamic image. And administrative agency has to keep renewing the data base according to the progress on urban development. For the education of disaster prevention, the electronic media such as 3D images of flood simulations should be introduced．

Understanding the reality of geospatial information provision is important to achieve data distribution and satisfy accountability for citizens in case of public sectors. The previous researches so far only have focused on the usage of GIS in local governments and spatial dataset development only in urban planning field while the specification, contents and application of spatial data have not been considered due to the lack of the data showing geospatial information provision. This research focuses on the geospatial information provision in the local government that is one of the largest data providers. Thus, this research develops the dataset based on ‘The Record of Public Survey’ published by Geospatial Information Authority of Japan. Then, the investment for geospatial information provision is estimated to acquire the fundamental knowledge on spatial dataset building in Japan. The developed dataset has big potential to clarify the reality of geospatial information provision in Japan.

Location-based AR technology is widely applied to various fields including tourism, daily life, disaster prevention and game. AR applications running on smart phones and tablets may be used in school education. Indeed, some AR applications are already practiced in science classes. In the high school geography education which is required to expand the use of GIS by the next national curriculum guideline, utilization of location-based AR will be effective as a new attempt.

We study the possibility of using location based AR in geography education. Since 2015, at Fukui Prefectural Takefu High School, we have conducted various classes using AR. First, we developed field work classes using Junaio, an AR system provided by the German company Metaio. After that, with the termination of Junaio service, we switched to the use of Wikitude developed and provided by an Austrian company as a new AR system. In addition, we also conducted classes combining AR usage and data entry to Google Maps. As a result, we conclude that combining AR and Google map is effective in geography education because such use deepens the recognition of students about places and areas.

This paper describes the development and practice of high school field work teaching materials using smart phones and tablets. In addition, this paper examines effects and problems based on practice. In field work it is difficult to find the feature to be observed. Here is an advantage of using the Augmented Reality (AR) application. AR (Wikitude and GISAR) and Google Maps were used in practice at Waseda Senior High School. As a result, AR proved to be useful. However, AR was not fully utilized. Therefore, a method to effectively utilize AR is examined in this paper.

This paper reports on the development of educational AR smartphone application that uses the Google My Maps for content creation. It is difficult for a teacher to teach all participants in field work at the same time. By using AR, participants can easily learn even in field work. We have developed an AR smartphone application that can read Google My Maps. Since Google My Maps is easy to create, teachers can easily create AR contents. This smartphone application was developed using the Wikitude SDK. By changing the sample code of location based AR, we were able to display the AR contents in the required way. The development of this application realized the following points. Users can enter the URL of Google My Maps directly. The display of POI (Point of Interest) by application is real time and accurate. The position of the POI moves in conjunction with the movement of the smartphone. The far POI can be displayed. The number of POI can be reduced by distance. Users can browse photos registered on Google My Maps.

This study outlines the design, development, operation and evaluation of a spatio-temporal information system, and proposes its use in geography education. Specifically, the system aims to support users in learning geography, history and culture, and efficiently obtaining various regional information in the operation target area. The system was operated around Tokyo Station for three weeks, with a total of 62 users. Based on the results of a web questionnaire survey to users, the usefulness of the system was highly rated, and the functions of social media mapping and reproduction of Edo-period Tokyo received mainly good ratings. The results of access analysis of users’ log data during the operation show that the system was used according to the purpose of this study. Furthermore, based on these results, methods were proposed to utilize the system as materials for geography education in high schools.