Sensing the schoolyard

Silva, Maria João; Lopes, João Correia; Silva, Pedro Moreira da; Marcelino, María José

doi:10.1145/1823854.1823899

Cited by 12 publications

(6 citation statements)

References 5 publications

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“…This allows the educational content to be augmented with meaningful information from peer-based social interaction. While in the previous section we discussed the potential of the technology in facilitating rich learning experiences for individual students, our finding are in line with [52] and also suggested that the ubiquitous sensor-based platform can help create shared interaction spaces which allow these learning experiences to be meaningfully shared and discussed with others [11].…”

Section: "I Want It To Eat When It Is Hungry I Want It To Be Able Tosupporting

confidence: 75%

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Putjorn

Siriaraya

Ang

et al. 2017

Proceedings of the 19th International Conference on Human-Computer Interaction With Mobile Devices and Services

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Education plays an important role in helping developing nations reduce poverty and improving quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing augmented access to learning. This paper presents a three-year iterative study where a ubiquitous sensor based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school's existing mobile devices and was expanded to include sensor-based technology. Throughout the iterative design process, observations, interviews and group discussions were carried out with stakeholders. This lead to key reflections and design concepts such as the value of injecting anthropomorphic qualities into the learning device and providing personally and culturally relevant learning experiences through technology. Overall, the results outlined in this paper help contribute to knowledge regarding the design, development and implementation of ubiquitous sensor-based technology to support learning.

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Section: "I Want It To Eat When It Is Hungry I Want It To Be Able Tosupporting

confidence: 75%

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Putjorn

Siriaraya

Ang

et al. 2017

Proceedings of the 19th International Conference on Human-Computer Interaction With Mobile Devices and Services

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show abstract

“…The USense2Learn project also centered on experiential learning strategies, inviting children to generate and send georeferenced multisensory multimedia messages to evaluate environmental quality using mobile phones. However, in this project, children were asked to explore and convey information on schoolyard thermal comfort [ 22 ]. To support this objective, the interface used for message composition included data obtained from a temperature and humidity sensor (external to the smartphone).…”

Section: Resultsmentioning

confidence: 99%

“…During the early 21st century, smartphones introduced the capability to sense and record environmental and multisensory data in a familiar manner. This was facilitated by interfaces incorporating familiar metaphors [ 22 ] and by the incorporation of sensors such as GPS, microphones, cameras, and accelerometers [ 23 ]. More recently, tablets have gained popularity, particularly in educational settings, often supplanting mobile phones due to their larger screens, which enhance collaborative work, especially among younger users.…”

Section: The Multidimensional Use Of Sensors By Children and Youngste...mentioning

confidence: 99%

The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects

Silva,

Gouveia,

Gomes

2023

Sensors

Self Cite

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Over the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause–effect relation between didactical strategies and environmental education goals; (v) the potential of sensory and epistemic learners’ practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.

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“…They can play an important role as manipulable mediators in learning by internalization (lopes, cravino, Silva, & Viegas, 2012). Electronic sensors are becoming everyday devices, allowing the integrated use of senses and sensors in mobile and ubiquitous learning activities (silva, lopes, Silva, & Marcelino, 2010). For instance, mobile phones integrate a set of electronic sensors (e.g., photo, video and audio recorders, GPS, accelerometer); and they are portable, affordable, wireless, connectible and can be used anytime, anywhere (Knight, 2005;Shuler, 2009;.…”

Section: Related Workmentioning

confidence: 99%

Using Senses and Sensors in the Environment to Develop Abstract Thinking – A Theoretical and Instrumental Framework

Silva

Lopes

Silva

2013

PEC

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The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children’s abstract thinking. The research started with a brief formulation of a framework that was used to guide the cross-analysis of six case studies, in order to explore its usefulness. This analysis showed that it was possible to teachers to support the development of children’s abstract thinking by facilitating the use of senses and sensors in inquiry activities; and by scaffolding complex tasks, using concreteness fading, and bridging representations, with different levels of abstraction. The analysis also showed that the assessment of the development of abstract thinking can be based on the analysis of children’s epistemic practices, like observing, describing, interpreting, and creating multiple representations. Furthermore, the cross-analysis showed that sensorial information was used as a concrete basis to abstraction. After that, an improved framework is presented, showing how senses and sensors may be used in authentic activities to develop abstract thinking: (a) making it possible to observe the unobservable (for human senses), (b) scaffolding the understanding of patterns resulting from the influence of independent in dependent variables, (c) facilitating epistemic practices. Key words: abstract thinking, environmental education, senses, sensors.

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Sensing the schoolyard

Cited by 12 publications

References 5 publications

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects

Using Senses and Sensors in the Environment to Develop Abstract Thinking – A Theoretical and Instrumental Framework

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