Ambient wood: designing new forms of digital augmentation for learning outdoors

Y Rogers, S Price, G Fitzpatrick, R Fleck, E Harris, H Smith, C Randall, H Muller, C O'Malley, Danae Stanton, M Thompson, M Weal

Research output: Contribution to conferencePaper

185 Citations (Scopus)

Abstract

Ubiquitous and mobile technologies provide opportunities for designing novel learning experiences that move out of the classroom. Information can be presented and interacted with in a variety of ways while exploring a physical environment. A key issue this raises is when, where, what and how much? Our research is concerned with the design, delivery and interaction of digital information when learning about ecology outdoors. We present a framework of the different forms of digital augmentation and the different processes by which they can be accessed. Using the framework, we designed an outdoors learning experience, aimed at encouraging students to carry out contextualized scientific enquiry and to reflect on their interactions. Pairs of 11-12 year olds explored a woodland and were presented at certain times with different forms of digital augmentation. Our study showed that this kind of exploration promoted interpretation and reflection at a number of levels of abstraction.
Original languageEnglish
Pages3-10
Number of pages8
Publication statusPublished - 2004
Event2004 Conference on Interaction Design and Children: building a community - Maryland, USA United States
Duration: 1 Jun 20043 Jun 2004

Conference

Conference2004 Conference on Interaction Design and Children: building a community
CountryUSA United States
CityMaryland
Period1/06/043/06/04

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  • Cite this

    Rogers, Y., Price, S., Fitzpatrick, G., Fleck, R., Harris, E., Smith, H., Randall, C., Muller, H., O'Malley, C., Stanton, D., Thompson, M., & Weal, M. (2004). Ambient wood: designing new forms of digital augmentation for learning outdoors. 3-10. Paper presented at 2004 Conference on Interaction Design and Children: building a community, Maryland, USA United States.