By Markus Ruchter
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Extra info for A New Concept for Mobile Environmental Education
8 U-test results - User satisfaction (part 2) . . . . . . . . . . . 9 Gender distribution - families . . . . . . . . . . . . . . 10 Gender and feedback distribution students and parents . . . . . . . . 11 Feedback distribution - children & students . . . . . . . . . . 12 Education distribution - parents . . . . . . . . . . . . . . 13 Statistics on navigation success and content consumption . . . . . . . 1 Motivation Despite the efforts of the world community for environmental integrity, progress has been slow, and the global environment continues to deteriorate .
Still, one of the core challenges, the antagonism between experiencing nature and using a computer, has not yet been overcome by the current computer-mediated approaches. Learners have so far been trapped in front of the computer. They have learned about ecological concepts, build hypothesis, and tested them in simulations, but all in virtual learning environments. The challenge for computer-aided EE remains to relate virtual learning environment with the real environment. New technologies in the form of mobile devices may offer mutual supplementation of direct and indirect nature experiences and thus would provide a solution to this problem .
The goal of interpretation in contrast is to scaffold first hand experience and communicate a message. Thus the interpreter usually tells a story that generally includes a moral . Based on the work of Tilden and many years of interpretive experience, Ham suggests that environmental interpretation needs to be (adapted based on Ham ): Pleasurable: Since interpretation is an informal EE activity targeted at a non-captive, media spoiled audience, it needs to be entertaining in order to hold the audience’s attention and make the experience memorable.
A New Concept for Mobile Environmental Education by Markus Ruchter