<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In this study, we test and discuss a Danish communication and entertainment mobile application (app) aimed at children aged 10 to 12 years for use by families and schools. The app, Tidslommen, has been developed by Museum Vestsjælland, a collaboration among natural history museums in Denmark. Tidslommen features audio and video guides and augmented reality with game elements, which become active when users enter specific geographical spots. Adopting a transdisciplinary approach (media study, studies in children’s culture, educational neuroscience, educational anthropology) and using a combination of the walkthrough method and sensory ethnography, we explore the functionalities of the app at four locations. With our field-based user experiences as the point of departure, we analyse and discuss the potential and challenges related to the intersections among bodily and nature-based experiences, mobile technology and participatory practices as part of a didactic setting that aims to encourage children to participate in experiences with nature. Our study suggests that using mobile technology encourages interactions between peers and moving around at a location. The app also allows for an individualised experience characterised by a play-oriented approach to the location.</p>
</abstract>

In this study, we test and discuss a Danish communication and entertainment mobile application (app) aimed at children aged 10 to 12 years for use by families and schools. The app, Tidslommen, has been developed by Museum Vestsjælland, a collaboration among natural history museums in Denmark. Tidslommen features audio and video guides and augmented reality with game elements, which become active when users enter specific geographical spots. Adopting a transdisciplinary approach (media study, studies in children’s culture, educational neuroscience, educational anthropology) and using a combination of the walkthrough method and sensory ethnography, we explore the functionalities of the app at four locations. With our field-based user experiences as the point of departure, we analyse and discuss the potential and challenges related to the intersections among bodily and nature-based experiences, mobile technology and participatory practices as part of a didactic setting that aims to encourage children to participate in experiences with nature. Our study suggests that using mobile technology encourages interactions between peers and moving around at a location. The app also allows for an individualised experience characterised by a play-oriented approach to the location.

Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning

Conjunctions

This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Public License.

In this study, we test and discuss a Danish communication and entertainment mobile application (app) aimed at children aged 10 to 12 years for use by families...

Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning

Data publikacji: 01 lis 2022

Zakres stron: 1 - 14

DOI: https://doi.org/10.2478/tjcp-2022-0010

Słowa kluczowe
App-based activities, affordances, play, nature experiences, museum communication

© 2022 Gitte Balling et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Public License.

Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning

Data publikacji: 01 lis 2022

Zakres stron: 1 - 14

DOI: https://doi.org/10.2478/tjcp-2022-0010

Słowa kluczoweApp-based activities, affordances, play, nature experiences, museum communication

© 2022 Gitte Balling et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Public License.

Słowa kluczowe
App-based activities, affordances, play, nature experiences, museum communication