OUTDOOR LEARNING WITH MOBILE TECHNOLOGY: A SYSTEMATIC REVIEW

Abstract

In outdoor learning with mobile technology, students use mobile technology for learning in an outdoor setting, for example in a park or a garden. To understand how mobile technology has been used in outdoor learning, a systematic review was carried out. A number of reviews on mobile learning and on specific sub-areas of mobile learning, such as language learning or computer education have been published in scientific journals and at conferences. So far, however, no systematic review has focused on outdoor learning with mobile technology. To guide the review the following research questions were posed: “Which are the educational subjects and educational levels in outdoor learning with mobile technology?” and “What types of technologies for positioning or navigation, augmentation, and methods for data collection and annotation are used in outdoor learning with mobile technology?”. In total 87 articles, published between 2004 and 2019 were included in this review. Conclusions were that biology was the most common subject, primary or elementary school the most common educational levels, GPS was the major technology used for positioning and navigation, AR was the most common technology used for augmenting the outdoor learning environment, and taking photos and taking notes were the most common methods for data collection in outdoor learning with mobile technology. Building on the conclusions of this review and on previous reviews, suggestions are made for future research.