Mobile Inquiry-Based Learning with Sensor-Data in the School: Effects on Student Motivation

Abstract

Abstract. The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning. A 5-week classroom inquiry learning project on energy consumption was designed and implemented as a mobile serious game. While engaging in the game and training inquiry skills, students were introduced to basic concepts in the energy domain and to everyday practices of energy consumption in their direct environment. The design was based on a model of inquiry-based science learning with social and open mobile tools developed in the European research project weSPOT. The pilot indicated that using an ubiquitous tool does not necessarily help sustain student motivation. There are indications of gender differences in motivation related to use of mobile devices for learning. These differences should be taken into account in the design of activities. Implementation of the inquiry-based learning model in conjunction with a mobile game scenario into the school practice confirmed the importance of good design with sufficient testing and teacher ownership.Keywords: mobile learning, motivation, inquiry-based learning, environmental literacy, energy consumption, design, implementation. IntroductionIn the last ten years social and mobile media have become an important, if not a primary communication channel for young people and a stable part of their daily life and daily routines. The potential of mobile media for learning is not disputed and a body of knowledge on affordances of mobile devices as learning support tools keeps growing [1,2,3]. However, instantiations of mobile learning in school practice are still scarce in European countries. Teachers do not feel comfortable using these technologies and mobile devices remain more often banned from classrooms than used for learning purposes [4,5].Mobile Inquiry-Based Learning with Sensor-Data in the School 113Discussing the added value of mobile learning, Ally [6] emphasizes easy access to knowledge sources through ubiquitous and cheap portable devices. From the active learning perspective, interaction with artefacts and persons in and across learning contexts, is important. Smartphones and tablet computers with enhanced facilities for instant and asynchronous messaging support such interaction and make knowledge exchange and knowledge building possible in any-time, any-place modes in the most direct sense of the word. Curiosity-fed questions arising at the spur of the moment at a fieldtrip, a museum visit or a workplace situation can be captured by a single click, annotated in text or voice and directly saved and uploaded into a personal school learning space or a space shared with others. Thus, mobile devices can create bridges between formal and informal learning, bringing the richness of authentic learning experiences into the classroom [7,8].The topics of sustainable development, renewable energy sources, energy efficiency, energy consumption and conserva...

Metodologia e validação para a construção de gatilhos motivacionais em sistemas persuasivos computacionais para mudança de comportamento.

“…[Wati andKoo 2012, Koo andChung 2014] avaliaram o uso de tecnologia sustentável por meio de instrumentos psicométricos para avaliar o tipo de motivação dos indivíduos ao utilizar sensores para mensurar o consumo de energia elétrica. [Firssova et al 2014] avaliaram os aspectos motivacionais dos indivíduos ao utilizar dispositivos móveis nos processos de aprendizagem em sala de aula por meio de questionários. No entanto, a maioria dos estudos que envolvem o conceito de teoria da autodeterminação se concentram em projetar sistemas motivacionais e avaliar sua eficácia.…”