This paper presents a framework to guide the design of mobile technologies to promote children's interest in nature. Four design principles, gleaned from the literature on interest development and mobile learning technologies, guided the development of a mobile app for nature exploration. These principles focused on (1) personal relevance, (2) focused attention, (3) social interactions, and (4) opportunities for continued engagement. Seven children, ages 7-12, actively participated in the design of the nature app through three 90-minute co-design sessions. The children's role during these sessions was to identify design strategies consistent with the design principles. These strategies were then implemented into the development of NatureCollections, a mobile application that allows children to build, curate, and share nature photo collections.
A different group of children, ages 7-12, participated in the field testing of the NatureCollections app. The 18 children in this group, along with their parents, used the NatureCollections app to take, label, and categorize pictures of their natural surroundings in a local park. During this activity, which lasted for approximately 30 minutes, researchers observed the children, made field notes, and asked the children about their photo choices. After the photo activity, the children participated in a focus group session during which they shared their experiences with and insights about the app. Both the photo activity and follow-up discussions were videotaped. In analyzing the data, the researchers focused specifically on two key behavior elements of situational interest (i.e., interest that arises in the moment): focused attention and social interaction. Within each of these behavioral elements, they looked for indicators of the participants' affective states, such as cheerfulness, playfulness, enthusiasm, and excitement. They also looked for affective state indicators in the children's verbal statements.
Over 90% of all photos taken were of natural elements; only a small number (5.2%) were of peers and parents. There were no selfie photos. Children using the NatureCollections app directed their attention outwards throughout the photo activity session. In addition to frequently shifting their gaze between the screen and their surroundings, the children also scanned their surroundings for elements of interest. Some children engaged in tactile interactions with nature elements: they held branches and leaves; felt shells and sand. These behaviors indicate that their attention was more focused on their physical surroundings than on their device screens. Playful captions and expressed excitement in discovering natural elements indicated positive affect. The children's playful, nature-related conversations with peers and parents also indicated positive affect.
The findings of this study indicate that an interest-centered design framework can be used in the development of mobile technologies that support children's learning in and about nature without excessive interactions with mobile screens. The mobile app developed for this study proved to be effective in encouraging children's directed attention to and close observation of the natural elements in their surroundings.
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