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Wearables for Learning: Examining the Smartwatch as a Tool for Situated Science Reflection

Published: 21 April 2018 Publication History

Abstract

Relatively little research exists on the use of smartwatches to support learning. This paper presents an approach for commodity smartwatches as a tool for situated reflection in elementary school science. The approach was embodied in a smartwatch app called ScienceStories that allows students to voice record reflections about science concepts anytime, anywhere. We conducted a study with 18 fifth-grade children to investigate first, the effects of ScienceStories on students' science self-efficacy, and second the effects of different motivational structures (gamification, narrative-based, hybrid) designed into the smartwatch app on students' quality and quantity of use. Quantitative results showed ScienceStories increased science self-efficacy especially with a motivational structure. The gamified version had the highest quantity of use, while narrative performance performed worst. Qualitative findings described how students' recordings related to science topics and were contextualized. We discuss how our findings contribute to understanding of how to design smartwatch apps for educational purposes.

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cover image ACM Conferences
CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems
April 2018
8489 pages
ISBN:9781450356206
DOI:10.1145/3173574
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Published: 21 April 2018

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Author Tags

  1. children
  2. education
  3. everyday cognition
  4. science learning
  5. situated cognition
  6. smartwatch
  7. wearables

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CHI '18 Paper Acceptance Rate 666 of 2,590 submissions, 26%;
Overall Acceptance Rate 6,199 of 26,314 submissions, 24%

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  • (2024)Implementation of Artificial Intelligence Internet of Things (AIoT) Device for Activity Recognition2024 11th International Conference on Electrical Engineering, Computer Science and Informatics (EECSI)10.1109/EECSI63442.2024.10776152(782-786)Online publication date: 26-Sep-2024
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