Abstract
Our research conducted two iterations of a mixed methods design-based research project with 87 youths, to improve learners’ collaboration and knowledge-building by using collaboration scripts during learning-on-the-move within a mobile computing intervention. We investigated how the informal mobile augmented reality app influenced children’s science knowledge related to tree life cycles and how the mobile learning intervention shaped children’s collaborative sense-making, which involved coordinating sensory observations with explanations as they walked through forested areas of a nature center. Iteration A included four scripts to support collaborative sense-making and knowledge-building, and Iteration B included two additional scripts to support learning regulation. Our results showed significant, large gains in science content scores between pre- and post-assessment for the children in both iterations; however, no difference in learners’ knowledge gain was found when comparing Iterations A and B. We qualitatively coded video-records of 39 small groups to understand children’s sense-making related to observational and explanation practices. Iteration B groups, who were provided with two additional collaboration scripts, were better able to engage in collaborative sense-making and peer negotiation as they coordinated observational evidence with explanations of tree life cycle stages. Study implications include when designing out-of-school-time experiences, collaboration scripts can guide complex scientific sense-making that includes observation and explanation when children are learning-on-the-move.
Similar content being viewed by others
References
Ahn, J., Gubbels, M., Yip, J., Bonsignore, E., & Clegg, T. (2013, June). Using social media and learning analytics to understand how children engage in scientific inquiry. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 427–430). ACM
Azevedo, R., & Hadwin, A. (2005). Scaffolding self-regulated learning and metacognition—Implications for the design of computer-based scaffolds. Instructional Science, 33(5), 367–379
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments: People, places, and pursuits. Washington, D.C.: National Academies Press
Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55
Chen, Y. S., Kao, T. C., & Sheu, J. P. (2005). Realizing outdoor independent learning with a butterfly- watching mobile learning system. Journal of Educational Computing Research, 33(4), 395–417
Choi, G., Land, S. M., & Zimmerman, H. T. (2018). Investigating children’s deep learning of the tree life cycle using mobile technologies. Computers in Human Behavior, 87, 470–479
Crowley, K., & Jacobs, M. (2002). Islands of expertise and the development of family scientific literacy. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–356). New York, NY: Taylor & Francis
Davis, P., Horn, M., Block, F., Phillips, B., Evans, E. M., Diamond, J., & Shen, C. (2015). “Whoa! We’re going deep in the trees!”: Patterns of collaboration around an interactive information visualization exhibit. International Journal of Computer-Supported Collaborative Learning, 10(1), 53–76
Dillenbourg, P., & Crivelli, Z. (2009). A model of collaborative learning scripts instantiated with mobile technologies. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 36–48
Dillenbourg, P., & Jermann, P. (2007). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 275–301). Boston, MA: Springer
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In M. J. Bishop, & J. Elen (Eds.), Handbook of research on educational communications and technology (4th ed., 2 vol., pp. 735–745). New York: Macmillan
Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist’s world. Review of Educational Research, 79(1), 39–68
Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608–642
Fischer, F., Kollar, I., Mandl, H., & Haake, J. M. (Eds.). (2007). Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (6 vol.). New York: Springer Science & Business Media
Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56–66
Georgiou, Y., & Kyza, E. A. (2019). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173–181
Georgiou, Y., & Kyza, E. (2021). Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies, 145, 102546
Gutwill, J. P., & Allen, S. (2010). Facilitating family group inquiry at science museum exhibits. Science Education, 94(4), 710–742
Ha, J., Pérez Cortés, L. E., Su, M., Nelson, B. C., Bowman, C., & Bowman, J. D. (2021). The impact of a gamified mobile question-asking app on museum visitor group interactions: an ICAP framing. International Journal of Computer-Supported Collaborative Learning, 16(3), 367–401
Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794–805
Hall, R., Shapiro, B. R., Hostetler, A., Lubbock, H., Owens, D., Daw, C., & Fisher, D. (2020). Here-and-then: Learning by making places with digital spatial story lines. Cognition and Instruction, 38(3), 348–373
Herrenkohl, L. R., Palincsar, A. S., DeWater, L. S., & Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach. Journal of the Learning Sciences, 8(3–4), 451–493
Hollett, T., Peng, X., & Land, S. (2021). Learning with and beyond the body: The production of mobile architectures in a ballet variations class. Journal of the Learning Sciences, Online in advance of print, 1–30
Järvelä, S., Hadwin, A., Malmberg, J., & Miller, M. (2018). Contemporary perspectives of regulated learning during collaboration. In F. Fischer, C. Hmelo-Silver, S. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 127–136). New York: Routledge
Jiang, S., Shen, J., Smith, B. E., & Kibler, K. W. (2020). Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment. Educational Technology Research and Development, 68(6), 3187–3212
Jung, Y. J., Zimmerman, H. T., & Land, S. M. (2019). Emerging and developing situational interest during children’s tablet-mediated biology learning activities at a nature center. Science Education, 103(4), 900–922
Kamarainen, A., Reilly, J., Metcalf, S., Grotzer, T., & Dede, C. (2018). Using mobile location-based augmented reality to support outdoor learning in undergraduate ecology and environmental science courses. Bulletin of the Ecological Society of America, 99(2), 259–276
Kawas, S., Chase, S. K., Yip, J., Lawler, J. J., & Davis, K. (2019). Sparking interest: A design framework for mobile technologies to promote children’s interest in nature. International Journal of Child-Computer Interaction, 20, 24–34
Kelton, M. L., & Ma, J. Y. (2020). Assembling a torus: Family mobilities in an immersive mathematics exhibition. Cognition and Instruction, 38(3), 318–347
Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts–a conceptual analysis. Educational Psychology Review, 18(2), 159–185
Land, S. M., & Zimmerman, H. T. (2015). Socio-technical dimensions of an outdoor mobile learning environment: A three-phase design-based research investigation. Educational Technology Research & Development, 65(2), 229–255
Land, S. M., Zimmerman, H. T., Millet, C., & Choi, G. W. (2020). Supporting scientific observations in an Arboretum through proximity-based mobile computing. Visitor Studies, 23(2), 182–204
Liu, T. C., Peng, H., Wu, W. H., & Lin, M. S. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: A case study. Educational Technology & Society, 12(4), 344–358
Lyons, L. (2018). Supporting informal STEM learning with technological exhibits. In F. Fischer, C. Hmelo-Silver, S. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 234–245). New York, NY: Routledge
Marin, A., Taylor, K. H., Shapiro, B. R., & Hall, R. (2020). Why learning on the move: intersecting research pathways for mobility, learning and teaching. Cognition and Instruction, 38(3), 265–280
Marin, A. M. (2020). Ambulatory sequences: Ecologies of learning by attending and observing on the move. Cognition and Instruction, 38(3), 281–317
Marin, A., & Bang, M. (2018). “Look it, this is how you know:” Family forest walks as a context for knowledge-building about the natural world. Cognition and Instruction, 36(2), 89–118
McClain, L. R., & Zimmerman, H. T. (2016). Technology-mediated engagement with nature: sensory and social engagement with the outdoors supported through an e-Trailguide. International Journal of Science Education, Part B, 6(4), 385–399
Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15, 5–47
Roberts, J., & Lyons, L. (2017). The value of learning talk: Applying a novel dialogue scoring method to inform interaction design in an open-ended, embodied museum exhibit. International Journal of Computer-Supported Collaborative Learning, 12(4), 343–376
Rogers, Y., Price, S., Fitzpatrick, G., Fleck, R., Harris, E., Smith, H. … Weal, M. (2004). Ambient Wood: Designing new forms of digital augmentation for learning outdoors. Proceedings of the 2004 Conference on IDC. (p. 3–10)
Ryokai, K., & Agogino, A. (2013). Off the paved paths: Exploring nature with a mobile augmented reality learning tool. International Journal of Mobile Human-Computer Interaction (IJMHCI), 5(2), 21–49
Sandoval, W., & Bell, P. (2004). Design-based research methods for studying learning in context. Educational Psychologist, 39(4), 199–201
Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18–36
Schneider, J., & Schaal, S. (2018). Location-based smartphone games in the context of environmental education and education for sustainable development: Fostering connectedness to nature with Geogames. Environmental Education Research, 24(11), 1597–1610
Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97–119
Sharples, N., & Pea, R. D. (2014). Mobile learning. In R. K. Sawyer’s (Ed.), Cambridge handbook of the learning sciences (2nd ed., pp. 1513–1573). New York: Cambridge University Press
Smith, B. K., & Reiser, B. J. (2005). Explaining behavior through observational investigation and theory articulation. Journal of the Learning Sciences, 14(3), 315–360
Squire, K., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education & Technology, 16, 5–29
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371–413
Stahl, G. (2007). Scripting group cognition: The problem of guiding situated collaboration. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 327–335). Springer
Swartz, M. I., & Crowley, K. (2004). Parent beliefs about teaching and learning in a children’s museum. Visitor Studies Today, 7(2), 1–16
Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305–335
Taylor, K. H. (2017). Learning Along Lines: Locative Literacies for Reading and Writing the City. Journal of the Learning Sciences, 26(4), 533–574
Taylor, K. H., Takeuchi, L., & Stevens, R. (2018). Mapping the daily media round: Novel methods for understanding families’ mobile technology use. Learning, Media and Technology, 43(1), 70–84
Tissenbaum, M., Berland, M., & Lyons, L. (2017). DCLM framework: Understanding collaboration in open-ended tabletop learning environments. International Journal of Computer-Supported Collaborative Learning, 12(1), 35–64
Tscholl, M., & Lindgren, R. (2014). Empowering digital interactions with real-world conversations. TechTrends, 58(1), 56–63
Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 29(3), 477–511
Yoon, S., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. Computer-Supported Collaborative Learning, 7(4), 519–541
Yoon, S. A., Elinich, K., Wang, J., Van Schooneveld, J. B., & Anderson, E. (2013). Scaffolding informal learning in science museums: How much is too much? Science Education, 97(6), 848–877
Wu, H. K., Lee, S. W. U., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities, and challenges of augmented reality in education. Computers & Education, 62, 41–49
Zimmerman, H., Land, S. M., Maggiore, C., & Millet, C. (2019). Supporting children’s outdoor science learning with mobile computers: Integrating learning-on-the-move strategies with context-sensitive computing. Learning, Media, & Technology, 44(4), 457–472
Zimmerman, H. T., Land, S. M., McClain, L. R., Mohney, M. R., Choi, G. W., & Salman, F. H. (2015). Tree investigators: Supporting families and youth to coordinate observations with scientific knowledge. International Journal of Science Education, 5(1), 44–67
Zimmerman, H. T., Reeve, S., & Bell, P. (2010). Family sense-making practices in science center conversations. Science Education, 94(3), 478–505
Acknowledgements
This work was partially funded by the Penn State Center for Online Innovations in Learning. All opinions are those of the authors. We appreciate our colleagues who assisted with the data collection and coding: Gi Woong Choi, Jaclyn Dudek, YongJu Jung, Soo Hyeon Kim, Chrystal Maggiore, and Michael Mohney.
Author information
Authors and Affiliations
Corresponding authors
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Zimmerman, H.T., Land, S.M. Supporting children’s place-based observations and explanations using collaboration scripts while learning-on-the-move outdoors. Intern. J. Comput.-Support. Collab. Learn 17, 107–134 (2022). https://doi.org/10.1007/s11412-022-09366-w
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11412-022-09366-w