## 5 Conclusion  
This paper has raised new questions and approaches to understanding and studying learning with technology. It has argued that in a study of learning with Geovisual Analytics, adopting a cognitivistic theoretical approach would limit the questions that can be answered owing to the narrow apprehensions of learning seen with this approach. Instead, the socio-cultural theoretical perspective has been advocated for studying learning with multimedia environments such as Geovisual Analytics. Learning, in this kind of theoretical perspective is seen as a social process with internalization of cultural signs and symbols, which is dependent on culture and social relationships. Learning is furthermore embedded within social events and occurs as individuals interact with other people, with objects and with the environment. Learning takes place in sequences over time and in interaction with the surroundings. Consequently, to follow a process of learning, we have to examine the external social world of the individuals taking part in a study. The design and methods are about following the learners' interactions in their process of learning, in their ordinary context and over some time in their practice. We can collect signs of the learning through the participants' _language, mediation_ and _meaning making_[35, 42]. To be able to do this, qualitative methods such as observations and interviews are suggested [39].  
Through a study aiming to examine learning with a Geovisual Analytics-the Opened Statistics eXplorer platform, it has been illustrated that the socio-cultural perspective on learning is useful as a theoretical starting point. The students' interpretation of visual information, their mediation, their meaning making and learning were therefore followed in their real working context for a period of 2-4 weeks. Data were collected with qualitative methods including video observations and speak-aloud interviews. This approach revealed much about the learning processes. It showed how the learners used the technology as the theory and methods also take into consideration the fact that people differ in what and how they learn. We propose that using this approach, design and method makes it possible to gain deep insight into the learning taking place. This kind of study gives an authentic and more complex view of learning in practice, which \"shifts the research focus to a different understanding of agency, activity and the character of everyday learning when using technology\" [47]. It gives the opportunity to answer the following question: Under what circumstances, with which design factors, for which learners, performing which tasks and expecting what outcomes, is learning in a multi-representational environment sufficient [3, 19, 26, 44]?  
Therefore this paper proposes that studying and understanding learning with Geovisual Analytics requires a study of the interactions between technology, the workplace where the learning takes place, and learners' specific knowledge formation. As Geovisual Analytics are much more than neutral tools enabling transmission of messages or providing access to information resources, our understanding needs to be founded on a well-formulated perspective on the nature of learning with technical artifacts.  
In essence, the socio-cultural theoretical perspective has much to offer and calls for empirical research efforts to analyze how specific communities such as schools use various Geovisual Analytics to evaluate information and create knowledge in the age of visual modality.