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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/5757
Title: Mobile inquiry-based learning for sustainability education in secondary schools. Effects on knowledge and motivation
Authors: Kalz, Marco
Firssova, Olga
Börner, Dirk
Ternier, Stefaan
Prinsen, Fleur
Rusman, Ellen
Drachsler, Hendrik
Specht, Marcus
Keywords: inquiry-based-learning
mobile learning
sustainability education
energy consumption
wespot
Issue Date: Jul-2014
Publisher: IEEE
Citation: Kalz, M., Firssova, O., Börner, D., Ternier, S., Prinsen, F., Rusman, E., Drachsler, H., & Specht, M. (2014, 7-9 July). Mobile inquiry-based learning for sustainability education in secondary schools. Effects on knowledge and motivation. In D. Sampson, & M. Spector (Eds.), Proceedings of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014) “Advanced Technologies for Supporting Open Access to Formal and Informal Learning” (pp. 644-646). Athens, Greece. IEEE: Los Alamitos (USA). doi: 10.1109/ICALT.2014.189.
Abstract: This paper reports about experiences and lessons learned from a recently conducted pilot study about sustainability education with mobile inquiry-based learning in a secondary school in the Netherlands. In the pilot study learners were involved in a mobile location-based game that was conducted in reserved time-slots over 5 weeks. Mobile devices of the school and of learners have been combined with a smart-energy meter network to support learning activities covering the full inquiry cycle. Analysis of data collected shows that the implementation was beneficial for learners with a low prior knowledge level and that future designs should take into account gender aspects in the design phase.
URI: http://hdl.handle.net/1820/5757
Appears in Collections:1. TELI Publications, books and conference papers

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