Incorporating the Game of Geocaching in K-12 Classrooms and Teacher Education Programs

Abstract

Mobile technology integration in educational settings is becoming an increasingly important topic as information technology continues to improve, prices decrease, and mobile devices proliferate. Geocaching, a high-tech scavenger hunt played with mobile GPS devices, is a significant example of a mobile technology-based activity that can be incorporated into educational practice. The history and implications of geocaching and its technological contributions are explored, while numerous theoretical frameworks for implementing geocaching in educational settings are discussed. Existing research on educational geocaching is presented, and the social effects of this unique mobile technology activity are examined. Pedagogical applications and best practices are detailed across the spectrum of curricular areas—informed, in part, by the personal teaching experiences of the two authors. Ideas for future research regarding geocaching and other forms of mobile technology-based educational practices are developed. Finally, selected texts for additional reading are provided.

The Students’ Behaviours at the Instructional Geocaching Applied in Problem-Based Environmental Education

“…When the related literature is evaluated, it is seen that Geocaching and GPS based teaching practices can be applied in different disciplines, primarily geography courses, and increase the motivation of students. The content of IGG boxes can be designed in a multidisciplinary manner; activities, tasks and clues related to the course content of the fields such as Science, Mathematics, Social Studies, Agriculture, Environmental Problems etc., can be placed into boxes in different ways (Adanalı & Alım, 2017;Broda & Baxter, 2003;Buck, 2009;Christie, 2007;Donadelli & Rocca, 2014;Hall & Bush, 2013;Hendrix, 2012;Ihamäki, 2007;Mayben, 2010;Vitale et al, 2012). In this study, the theme of the boxes is the natural disasters of atmospheric origin.…”

“…Considering the general skills gained by students through GPS technology in this application, it is understood that IGG is not only an effective tool for integrating technology and enabling student participation in constructivist teaching environments, but also requires physical effort (Broda & Baxter, 2003;Buck, 2009;Burns, 2013;Christie, 2007;Donadelli 2014, Donadelli & Rocca, 2014Hendrix, 2012;Ihamaki, 2007;Ihamäki, 2012;Matherson et al, 2008;Mayben, 2010;Robison, 2011;Schlatter & Hurd, 2005;Shaunessy & Page, 2006;Silva & Hjorth, 2009;Taylor et al, 2010). Hall and Bush (2013), Hendrix (2012), Ihamäki (2007), Pelton et al (2008), Robison (2011), Schlatter and Hurd (2005) and Taylor et al (2010) stated that Geocaching physically forces the players and contributes to their physical and mental health.…”

“…Geocachers collect garbage individually too during the game, but sometimes they do CITO just for this purpose (Robison, 2011). Therefore, Geocaching has characteristics that supports environmental awareness and informal learning due to its realization within the nature and environmental sensitivity (Adanalı & Alım, 2017;Albach, 2014;Burns, 2013;CARLY, 2018;Clough, 2010;Hall & Bush, 2013;Robison, 2011).…”

“…Although the theoretical foundations of IGG are based on especially constructivism, other alternative theories and methods also suggested such as multiple literacies theory, nature-deficit disorder theory, place-based learning (Hall & Bush, 2013), multiple intelligence theory, learning by discovery, active learning, game-based learning and outof-school education (Christie, 2007;Donadelli, 2014;Donadelli & Rocca, 2014;Hall & Bush, 2013;Hendrix, 2012;Mayben, 2010;Schlatter & Hurd, 2005). Nevertheless, academic studies on IGG are still insufficient (Christie, 2007;Hall & Bush, 2013;Hendrix, 2012;Mayben, 2010). In Italy, Donadelli and Rocca (2014) based the pedagogical infrastructure of Geocaching activities, organized in 2012 for students aged 8 to 18, on non-class game-based geography education that intends cooperatively problem-solving.…”