Wearables for Learning: Examining the Smartwatch as a Tool for Situated Science Reflection

Abstract

Relatively little research exists on the use of smartwatches to support learning. This paper presents an approach for commodity smartwatches as a tool for situated reflection in elementary school science. The approach was embodied in a smartwatch app called ScienceStories that allows students to voice record reflections about science concepts anytime, anywhere. We conducted a study with 18 fifth-grade children to investigate first, the effects of ScienceStories on students' science self-efficacy, and second the effects of different motivational structures (gamification, narrative-based, hybrid) designed into the smartwatch app on students' quality and quantity of use. Quantitative results showed ScienceStories increased science self-efficacy especially with a motivational structure. The gamified version had the highest quantity of use, while narrative performance performed worst. Qualitative findings described how students' recordings related to science topics and were contextualized. We discuss how our findings contribute to understanding of how to design smartwatch apps for educational purposes.