Authors:
Saba Kawas
1
;
Jordan Sherry-Wagner
2
;
Nicole S. Kuhn
1
;
Sarah K. Chase
3
;
Brittany Bentley
4
;
Joshua J. Lawler
3
and
Katie Davis
1
Affiliations:
1
The Information School, University of Washington, Seattle, WA 98195, U.S.A.
;
2
College of Education, University of Washington, Seattle, WA 98195, U.S.A.
;
3
School of Environmental and Forest Sciences, University of Washington, Seattle, WA 98195, U.S.A.
;
4
Human Centered Design and Engineering, University of Washington, Seattle, WA 98195, U.S.A.
Keyword(s):
Human-computer Interface, Mobile Learning, Informal Learning, Interest-centered Design.
Abstract:
In this study, we investigate whether and how a mobile application called NatureCollections supports chil-dren’s triggered situational interest in nature. Developed from an interest-centered design framework, Na-tureCollections allows children to build and curate their own customized photo collections of nature. We con-ducted a comparison study at an urban community garden with 57 sixth graders across 4 science classrooms. Students in two classrooms (n = 15 and 16) used the NatureCollections app, and students in another two classrooms (n = 13 and 13) used a basic Camera app. We found that NatureCollections succeeded in focusing students’ attention–an important aspect of interest development– through sensory engagement with the natural characteristics in their surroundings. Students who used NatureCollections moved slower in space while scanning their surroundings for specific elements (e.g., flowers, birds) to photograph. In contrast, students who used the basic Camera app were more
drawn to aesthetic aspects (e.g., color, shape) and tended to ex-plore their surroundings through the device screen. NatureCollections supported other dimensions of interest development, including personal relevance, social interactions, and positive experiences for continued en-gagement. Our findings further showed that the NatureCollections app facilitated students’ scientific discourse with their peers.
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