BeeLife: a mobile application to foster environmental awareness in classroom settings

Adrian Stock, Oliver Stock, Julia Mönch, Markus Suren, Nadine Nicole Koch, Günter Daniel Rey, M. Wirzberger
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Abstract

Significant threats to our environment tremendously affect biodiversity and related gains. Particularly wild bees actively contribute by pollinating plants and trees. Their increasing extinction comes with devastating consequences for nutrition and stability of our ecosystem. However, most people lack awareness about those species and their living conditions, preventing them to take on responsibility.We introduce an intervention consisting of a mobile app and related project workshops that foster responsibility already at an early stage in life. Drawing on principles from multimedia learning and child-centered design, six gamified levels and accompanying nature-based activities sensitize for the importance of wild bees and their role for a stable and diverse ecosystem. A pilot evaluation across three schools, involving 44 children aged between 9 and 12, included a pre-, post-, and delayed post-test to inspect app usability and learning gains.Most children perceived the app as intuitive, engaging, and visually appealing, and sustainably benefited from our intervention in terms of retention performance. Teacher interviews following the intervention support the fit with the envisioned target group and the classroom setting.Taken together, the obtained evidence emphasizes the benefits of our intervention, even though our sample size was limited due to dropouts. Future extensions might include adaptive instructional design elements to increase observable learning gains.
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蜜蜂生活:在课堂环境中培养环保意识的移动应用程序
环境面临的重大威胁极大地影响了生物多样性和相关收益。尤其是野生蜜蜂,它们为花草树木授粉,做出了积极贡献。它们的日益灭绝给我们生态系统的营养和稳定带来了毁灭性的后果。然而,大多数人缺乏对这些物种及其生存条件的认识,因此无法承担起责任。我们介绍了一种由手机应用程序和相关项目研讨会组成的干预措施,在生命的早期阶段就培养责任感。借鉴多媒体学习和以儿童为中心的设计原则,六个游戏化关卡和相应的自然活动让人们认识到野生蜜蜂的重要性及其对稳定和多样化生态系统的作用。在三所学校进行的试点评估涉及 44 名 9 至 12 岁的儿童,包括前期、后期和延迟后期测试,以检查应用程序的可用性和学习收获。干预结束后对教师的访谈证明,我们的干预符合预期的目标群体和课堂环境。总之,尽管由于辍学的原因,我们的样本数量有限,但所获得的证据强调了我们干预的益处。未来的扩展可能包括适应性教学设计元素,以提高可观察到的学习收益。
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