Abstract

Experiential activities are the most direct form of ecological teaching, so outdoor education is an important way of learning. Through direct observation and life experience, students will learn about the ecological environment, understand the importance of the ecological environment, raise their awareness of environmental protection, and put into practice the protection of the ecological environment. This study involved plant teaching activities that incorporated school plant learning paths into environmental education, so that students could learn about flora, experience nature, and take care of the environment. We created an augmented reality application for use in schools that takes the user on an ecological tour of the plants in the diet of butterflies. The application formed the localized and special mobile learning content in a school. Students were allowed to walk out of the classroom and use their mobile device to engage in autonomous learning, and we then determined their acceptance of the augmented reality application. Through this application we were able to tell whether students were able to adapt to learning with technology combined with traditional teaching methods. This application was tested on a group of elementary school students, who were then interviewed using quantitative and qualitative research methods to understand the users’ feedback.

Highlights

  • The dimension applied in this study indicates that when elementary school students are satisfied with the quality and quantity of their learning experience via the mobile learning system, they perceive that the system does help them strengthen their learning

  • This study further investigated the relationships between the external variables, Perceived usefulness (PU), Perceived ease-of-use (PEU), Att, and behavior intention (BI)

  • Regression analysis of the effect of PEU and PU on Att indicated that the standardized coefficients β of PEU and PU were 0.693 (p < 0.001) and 0.738 (p < 0.001), respectively; both PEU and PU

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Summary

Introduction

The concept of sustainable development was first coined by ecologists in reference to the balance between natural ecology and its level of exploitation to arrive at ecological sustainability. The growth of industrial and economic development in recent years has led to increasingly serious global crises such as the greenhouse effect and ozone depletion, threatening the ecology of the earth [1]. In 1972, the United Nations Conference on the Human and Environment issued the “Stockholm Declaration” [2], which drew human attention to environmental issues and led to concern and research on environmental education. In 1987, the World Commission on Environment and Development (WCED). Released “Our Common Future” [3]. Agenda 21 [4], adopted by the United Nations Earth

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