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Mobile Sensor Interfaces for Learning Science

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Learning and Collaboration Technologies (HCII 2024)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14723))

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Abstract

In the context of science education, studies frequently highlight experimental practices employing diverse mobile device sensor interfaces for data collection and analysis. Despite the benefits, there is unclearness on sensor integration within science teaching. This study aims to propose a comprehensive model for understanding the interaction between students and mobile device sensors in science education. The model introduces a nested curricular integration approach, focusing on developing scientific skills through stages like observation, research planning, data processing, evidence analysis, and results communication. It also aligns these processes with three levels of technology presence: readiness, use, and integration. The evaluation revealed substantial positive changes in students’ expectations of enhanced science learning support, their attitudes toward classroom integration, and intentions to utilize the educational resources. Significant improvements were observed in Expectation of Performance, Attitude, and Intention to use. No significant changes were found in Anxiety-related aspects.

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Acknowledgments

This work was funded by Chilean National Agency for Research and Development (ANID), Basal Funding for Scientific and Technology Centers of Excellence, project FB0003.

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  1. University of Chile, Santiago, Chile

    Jhon Alé & Jaime Sánchez

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  1. Jhon Alé
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Correspondence to Jhon Alé .

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  1. Dept of Multimedia & Graphic Art, Cyprus University of Technology, Limassol, Cyprus

    Panayiotis Zaphiris

  2. Dept of Multimedia and Graphic Arts, Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

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Alé, J., Sánchez, J. (2024). Mobile Sensor Interfaces for Learning Science. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14723. Springer, Cham. https://doi.org/10.1007/978-3-031-61685-3_10

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