LEARNING THROUGH TREASURE HUNTING: THE ROLE OF MOBILE DEVICES

In this paper we present a descriptive account of children"s interactions with mobile technology in a non-school context. The My Mobile Mission (M3) trial was conducted in an informal setting with the aim of better understanding the role of mobile technology as a mediator within science learning activities. Six children, aged 11, were asked to complete an outdoor treasure hunt activity using a combination of two mobile phones and a video camera. They were required to solve clues, discover examples of sustainable energy, and document their findings. We analyzed the treasure-hunt activities to determine how mobile devices were integrated into the learning activity, to identify the extent to which children were able to construct meaning using mobile technology, and to better understand the roles which emerged. Our findings have clearly demonstrated that children were able to successfully incorporate mobile devices into their learning activities and were strongly motivated to do so. While children were able to effectively construct meaning as they explored their environment, the mobile technology could have better supported reflective processes. A key motivating feature of the M3 activities was the flexibility provided by multiple devices which allowed children to take on a range of roles.