Smartphones: Powerful Tools for Geoscience Education

Abstract

Observation, formation of explanatory hypotheses, and testing of ideas together form the basic pillars of much science. Consequently, science education has often focused on the presentation of facts and theories to teach concepts. To a great degree, libraries and universities have been the historical repositories of scientific information, often restricting access to a small segment of society and severely limiting broad‐scale geoscience education.

Utilizing Geo-referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips

“…National Higher Education ICT Initiative 2007; Perlmutter, 2011;PIALP, 2013). Closing the gap can only lead to more engaging and meaningful educational experiences as undergraduate students and the general public are more and more attached to mobile devices (Dahlstrom et al, 2011;Johnson & Johnston, 2013;PIALP, 2013).…”

“…Smart devices are also used in community and classroom data-collection exercises through basic apps that leverage the use of their various built-in sensors. Examples include the iSeismometer that makes use of the iPhone's GPS and accelerometer to illustrate how seismic data is collected and the Theodolite app that makes use of the internal compass, inclinometer and GPS tools (Johnson & Johnston, 2013).…”

“…According to Squire and colleagues (2007), games and mobile games in particular are tools that enhance learning when designed and implemented effectively with curriculum and instruction. With the prevalence on college campuses of handheld devices such as smartphones, tablets and notebook computers (Dahlstrom et al, 2011;Johnson & Johnston, 2013), there is untapped potential for their use to explore virtual worlds in real geo-referenced outdoor spaces. Only a few years ago the majority of undergraduate students owned smartphones and tablets: today they are mostly ubiquitous (Clough et al, 2008;Dahlstrom et al, 2011;Johnson & Johnston, 2013;McGreen & Sanchez, 2005).…”

“…With the prevalence on college campuses of handheld devices such as smartphones, tablets and notebook computers (Dahlstrom et al, 2011;Johnson & Johnston, 2013), there is untapped potential for their use to explore virtual worlds in real geo-referenced outdoor spaces. Only a few years ago the majority of undergraduate students owned smartphones and tablets: today they are mostly ubiquitous (Clough et al, 2008;Dahlstrom et al, 2011;Johnson & Johnston, 2013;McGreen & Sanchez, 2005). Consequently, mobile devices have been attracting the attention of researchers and educators for their potential as learning tools for K-12 and in informal settings.…”

Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices

“…The experiential gaming model includes idea generation, experiences, and challenges that generate new ideas (Kiili, 2005). Although on one hand, mobile AR technologies can represent a communication gap between incoming freshmen and educators (National Higher Education ICT Initiative, 2007;Perlmutter, 2011;Dahlstrom and Bichsel, 2014), studies have shown that simulations, games, and virtual field trips (VFTs) actually increase students' motivation (McGreen and Sánchez, 2005;Bell et al, 2009;Honey and Hilton, 2011;Johnson and Johnston, 2013;Bursztyn et al, 2017). There have been increasing reports of VFTs being used in a variety of college courses, including biology, medicine, engineering, geography, and geology (e.g., Spicer and Stratford, 2001;Liarokapis et al, 2004;Stumpf et al, 2008;Jacobson et al, 2009;Yuen et al, 2011;Lee, 2012;Pringle, 2013;Friess et al, 2016).…”