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Mobile Inquiry-Based Learning with Sensor-Data in the School: Effects on Student Motivation

机译：学校中基于移动查询的传感器数据学习：对学生动机的影响

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The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning. A 5-week classroom inquiry learning project on energy consumption was designed and implemented as a mobile serious game. While engaging in the game and training inquiry skills, students were introduced to basic concepts in the energy domain and to everyday practices of energy consumption in their direct environment. The design was based on a model of inquiry-based science learning with social and open mobile tools developed in the European research project weSPOT. The pilot indicated that using an ubiquitous tool does not necessarily help sustain student motivation. There are indications of gender differences in motivation related to use of mobile devices for learning. These differences should be taken into account in the design of activities. Implementation of the inquiry-based learning model in conjunction with a mobile game scenario into the school practice confirmed the importance of good design with sufficient testing and teacher ownership.
机译：本文讨论了一个试点项目的设计，实施和评估，该项目将基于查询的学习与移动游戏设计相集成，并将移动设备和传感器引入了课堂学习中。设计并实施了一个为期5周的关于能源消耗的课堂探究学习项目，并将其作为一款可移动的严肃游戏进行实施。在从事游戏和训练探究技能的同时，向学生介绍了能源领域的基本概念以及他们直接环境中的日常能源消耗实践。该设计基于在欧洲研究项目weSPOT中开发的基于社交和开放式移动工具的基于查询的科学学习模型。飞行员表示，使用无处不在的工具并不一定有助于维持学生的学习动机。有迹象表明，与使用移动设备进行学习有关的动机存在性别差异。在设计活动时应考虑这些差异。将基于查询的学习模型与手机游戏方案结合到学校实践中的实施，证实了具有足够测试和老师所有权的良好设计的重要性。

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