Abstract
In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres. This article is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More articles from this collection can be found here.
Highlights
There is growing evidence that educational technology has the potential to enhance learning, increase knowledge and promote transformative changes in the attitudes and behaviour of both individuals and the broader community (Aguayo and Eames 2017a; Becta 2009; Hennessy et al 2019; Somekh 2007)
The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013; Luckin et al 2010; Narayan and Herrington 2014)
Methodology and research design The study informing the development of the theoretical framework was based on a marine reserves learning experience at a primary/elementary school which connected with a marine science and conservation visitor centre in New Zealand
Summary
There is growing evidence that educational technology has the potential to enhance learning, increase knowledge and promote transformative changes in the attitudes and behaviour of both individuals and the broader community (Aguayo and Eames 2017a; Becta 2009; Hennessy et al 2019; Somekh 2007). Today’s mobile learning technologies (e.g. smartphones, tablets) have multiple potentially positive impacts for teaching and learning. Technology (ALT), a UK-based professional and scholarly society and membership organisation. The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013; Luckin et al 2010; Narayan and Herrington 2014)
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