Sparking interest: A design framework for mobile technologies to promote children’s interest in nature

Kawas, Saba; Chase, Sarah K.; Yip, Jason; Lawler, Joshua J.; Davis, Katie

doi:10.1016/j.ijcci.2019.01.003

Cited by 26 publications

(18 citation statements)

References 42 publications

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“…Despite the power of TV, CG-VR did emerge as significantly better at increasing nature connectedness and positive affect. Given the large drop in nature connectedness in early adolescence ( Richardson et al, 2019 ), use of newly-emerging technology may, somewhat ironically, be one way of engaging younger people with the natural world ( Kawas, Chase, Yip, Lawler, & Davis, 2019 ). Our sample was comprised of adults and so we cannot make any firm conclusions about this possibility here, but future work could run a similar study with young people, to explore not only whether it enhances nature connectedness, but whether this has positive knock-on effects on pro-environmental behaviours.…”

Section: Discussionmentioning

confidence: 99%

What is the best way of delivering virtual nature for improving mood? An experimental comparison of high definition TV, 360° video, and computer generated virtual reality

Yeo

White

Alcock

et al. 2020

Journal of Environmental Psychology

160

149

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Exposure to ‘real’ nature can increase positive affect and decrease negative affect, but direct access is not always possible, e.g. for people in health/care settings who often experience chronic boredom. In these settings ‘virtual’ forms of nature may also have mood-related benefits (e.g. reducing boredom) but it has been difficult to separate effects of nature content from those of delivery mode. The present laboratory-based study explored whether exposure to three different delivery modes of virtual nature could reduce negative affect (including boredom) and/or increase positive affect. Adult volunteer participants (n = 96) took part in a boredom induction task (to simulate the emotional state of many people in health/care settings) before being randomly assigned to view/interact with a virtual underwater coral reef in one of three experimental conditions: (a) 2D video viewed on a high-definition TV screen; (b) 360 0 video VR (360-VR) viewed via a head mounted display (HMD); or (c) interactive computer-generated VR (CG-VR), also viewed via a HMD and interacted with using a hand-held controller. Visual and auditory content was closely matched across conditions with help from the BBC's Blue Planet II series team. Supporting predictions, virtual exposure to a coral reef reduced boredom and negative affect and increased positive affect and nature connectedness. Although reductions in boredom and negative affect were similar across all three conditions, CG-VR was associated with significantly greater improvements in positive affect than TV, which were mediated by greater experienced presence and increases in nature connectedness. Results improve our understanding of the importance of virtual nature delivery mode and will inform studies in real care settings.

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Section: Discussionmentioning

confidence: 99%

What is the best way of delivering virtual nature for improving mood? An experimental comparison of high definition TV, 360° video, and computer generated virtual reality

Yeo

White

Alcock

et al. 2020

Journal of Environmental Psychology

160

149

View full text Add to dashboard Cite

show abstract

“…Interest has been coupled with positive results. In other words, interest-driven learners are more likely to concentrate on, persist, and commit to activities in learning context (Saba et al, 2019). Interest is central in technology-based learning environment and positively correlated with learning achievement (Wu et al, 2018).…”

Section: Interestmentioning

confidence: 99%

High School Students’ Emotional Perception and Attitudes Toward English Teacher’s Feedback in Cloud Classroom Learning Environments

Liu

Yu²,

2021

Preprint

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Cloud classrooms are catching increasing attention in English teaching during the outbreak. This study, by using multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, explored the effects of students’ emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions correlated significantly and positively, and of which learning motivation was the most significant effect, followed by interest. Besides, learning motivation could essentially predict the perceived teaching feedback in this learning environment. Furthermore, students with strong self-confidence could spark their learning motivation and interest in English learning. Concerning students’ attitudes towards teachers’ feedback, high-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. These findings might be helpful to future researchers who attempt to discover non-verbal and peer feedback to students’ learning outcomes and emotions in technology-based learning environments.

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“…In physics, the use of mobile devices in high school settings has been associated with improved student learning ( Zhai et al., 2019 ). In the natural sciences, mobile applications have been linked to enriching children's observations of the natural world ( Kawas et al., 2019 ). Despite the accumulating evidence demonstrating the benefits of mobile technologies, it is important to acknowledge that if poorly implemented, mobile technologies are unlikely to result in improved student performance and may often be detrimental student performance ( Zhai et al., 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring user experience of digital pen and tablet technology for learning chemistry: applying an activity theory lens

Lee¹,

Hanham²,

Kannangara³

et al. 2021

Heliyon

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Mobile learning technologies are spreading rapidly in educational institutions throughout the world. Although research findings concerning the efficacy of mobile technologies for improving student outcomes are generally promising, there are still significant gaps in the research literature, particularly data from direct observational studies. This empirical investigation focused on how students made use of tablet devices and digital pens for learning Chemistry in an undergraduate university course. Observational data in the form of videos and static images, as well as, interview responses, were the main sources of data collected for the study. Activity theory was employed as the guiding theoretical framework to analyse and interpret the data. Several themes emerged from the data analyses, including the affordances of digital pen technology for facilitating reflective thinking, flexibility, peer collaboration, emerging learning and focused learning. It was also found that the use of these mobile technologies was contextualized, dependent on individual differences, and had challenges, for example, there was limited synchronicity between the operational design of the mobile devices and natural human movement. One of the main implications of the research is that when higher education institutions consider the potential benefits and challenges associated with mobile technologies they should take account of the interactions that occur between components within a system including, students, technological devices, and emerging learning processes.

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Sparking interest: A design framework for mobile technologies to promote children’s interest in nature

Cited by 26 publications

References 42 publications

What is the best way of delivering virtual nature for improving mood? An experimental comparison of high definition TV, 360° video, and computer generated virtual reality

What is the best way of delivering virtual nature for improving mood? An experimental comparison of high definition TV, 360° video, and computer generated virtual reality

High School Students’ Emotional Perception and Attitudes Toward English Teacher’s Feedback in Cloud Classroom Learning Environments

Exploring user experience of digital pen and tablet technology for learning chemistry: applying an activity theory lens

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