The survey results

1. Project Title: Plugging Into Nature With New Technologies
A Study on how can Technology Enrich the Nature Experiences and Outdoor Learning
Authors: Diana Prodan, Ionela Panainte, Matthew Richards, Hana Simkova, Miroslava Borovcova, Ignacio Mendiguchia,
Octavio Martínez
Keywords: nature, outdoor, new technologies, learning
Background
We are more concerned that children from all our schools do not experience nature as much
as past generations and moreover they encounter difficulties in science classes. We believe this
occurrence is the trend toward global urbanization which caused the disappearance and
fragmentation of natural areas, decreasing urban dwellers’ access to nature. Another common
explanation for the increasing disconnect from nature cites the increased use of technology such
as iPhones, television, computers, video games and social-media. Since technology is a must
have of our society, we need to find how could technology enrich the commitment with nature
of everyone. We need to identify opportunities for digital technology to support children’s
connectedness to the natural environment, thereby encouraging positive environmental attitudes
in children, as well as healthy physical play.
As schools, we have the duty to find what motivates children to interact with nature and to
figure out how technology may enhance this interaction.
Our survey collected evidence from students about different ways of using technology for
learning about and from nature and for setting outdoor opportunities for schools, in different
European countries. The questions were proposed by teachers from all the 5 schools involved
and they were based on research and studies from literature cited.
We selected data from randomly selected students involved or not in the project.

2. The Link between Nature - Happiness and Health
Lately, we have found a growing number of studies that shows us that any connection
with nature makes us healthier and happier people.
Elizabeth K. Nisbet (Department of Psychology, Trent University, Peterborough, ON, Canada)
and John M. Zelenski (Department of Psychology, Carleton University, Ottawa, ON, Canada)
have conducted two studies with one question in mind: Is the link between nature and
happiness independent from the other things that make us feel emotionally connected to
life, like family, country, culture, music, and friends?
They called the concept of how we emotionally connect to our natural world nature relatedness.
The conclusions of their studies have shown that High nature relatedness, is typically associated
with greater happiness and environmental concern. Disconnection likely has harmful
consequences for both human and environmental health, yet is a regular consequence of modern
lifestyles that often separate people (physically and psychologically) from the natural world.
While not every correlation between nature and happiness could be duplicated in the second
study, the general pattern of findings and ensuing comparison to past studies led researchers to
important conclusions, including:
● Our emotional connectedness to the natural world is distinct from other psychological
connections in our lives.
● Nature relatedness often predicts happiness regardless of other psychological factors.
● Psychological connections with nature have the capacity to facilitate sustainable attitudes,
and may be an important tool in preserving our environment.
MAIN FINDINGS
The first part of the survey included general questions about gender, age group, country and
how committed to technology our students are.
The respondents number was 1025 from which 538 girls (53.3%) and 455 boys (45%); 1.8%
did not specify the gender. The age groups were the next ones: 27.8% (16 – 18 years old), 26%
(12 – 14 years old), 25% (14 – 16 years old), 16.4% (10 – 12 years old) and 4. 7% (over 18).
Further, we wanted to see how linked to technological devices are students from the 5
European countries involved and we find out a very strong link as we initial expected – about
90% declared that they are strongly or very linked to new technologies. We could see that
children depends a lot on their mobile phones and about 80% consider the mobile phones are
very important.
Respondents agree that it is frustrating to stay away of tablets, phones or laptops, but on the
other hand they consider that this “disconnection” is a freeing solution or a “digital detox”.
The lack of wifi/internet might be a problem for our students – on a scale from 1 (very
unhappy) to 5 (very happy) – only 4% declared they would be happy without internet.

3. PART II : ENRICH NATURE EXPERIENCES THROUGH TECHNOLOGY
As much as we blame technology for a multitude of failings, we first need to remember that
we are responsible for our own preoccupations and of the way we spend our time. In fact
“technology” comes in many forms - not only on famous devices like computers, laptops,
Smartphones - but also on every thing we use in our daily lives. Science & technology actually
have actually helped inspire people to learn more about their environment and connect them with
the natural world.
Now, more than ever, we must all agree that technology helps us get a closer look at the
natural world and feel more connected with it and to see that technology actually has actually
helped inspire people to learn more about their environment and connect them with the natural
world. Let's not forget about microscopes, binoculars, camera, water quality investigation tools,
GPS and other discoveries that makes our life easier.....they all mean technology.
Today, we can collect and analyze data much more simply and effectively with or without
the internet.
From our survey we could have seen that the majority of our students strongly agree that
outdoor learning could increase educational experiences. Learning in green spaces has the
highest rate of challenges and enjoyment. An important fact was the neutral answers – 28% and
we cannot ignore this. We must show to everyone the benefits of outdoor learning in the future.
Unfortunately schools do not utilize outdoor facilities for learning as much as it would be
necessary and for this reason only 4% consider that schools utilize outdoors very much. 57%
consider that schools use this environments only occasionally and almost 20% said that schools
do not use outdoor learning environments at all.
Respondents consider that the most significant barriers to increase the use of educational
technology in the classroom or outside the classroom are the schools’ lack of funds and resources
(devices for each student, good internet connection s.o).
Other questions show that students mostly extracurricular activities provide nature learning
experiences. The most popular outdoor extracurricular activities are: sport competitions, camps
and trips. Students prefer outdoor learning due to the next effects: stimulating creativity,
encourage group working, enrich learning and permit active learning approaches.
Based on our survey we anticipate that in the future the printed books might be replaced by
digital learning content and more and more people are aware of this since technologies are a
must for every person’s skills.
Regarding how much they use technology, 95% of students answered that they use digital
devices every day and most commons are:
- Smartphones – 90%
- Laptops & Computers – 50 %
- Tablets

4. - Photo cameras
- Portable storage devices
Favorite technologies
- Phones and Iphones
- Computers
- Laptops
- Tablets
- Xbox one
- Ipads
- Flying cameras
- Graphic tablets
- Cameras
- PS4
More than 70% prefer technologies firstly for socializing and secondly for learning & study.
Students opinions
*
“My smartphone is my favorite piece of technology because I have my timetable and tasks on
there from school. In this day and age having apps such as firefly for educational purposes are
very common, quick and easy. It also minimizes the amount of things I have to carry in my school
bag which is a massive convenience. Although some centers prefer paper and books. I also have
my music to listen to whilst i have a free period, or to study. Its just everything you need, in a
small electronic device. Communication, resources and entertainment.”
*
“I love my smartphone because it allows me to carry my work around in a compact device
that can connect to the internet on mobile networks. In addition to this it also offers a good
quality camera and a source of relaxation when needed though I doubt it will ever beat a nice
walk on the local fells.”
“I prefer iPad, iPhone ,and Xbox because they are fun and learn different things from them”
***************************************
In spite of children's preferences, the most common digital devices used in the classroom are
computers and whiteboards and secondly laptops, tablets and smartphones.
Outdoor learning could be facilitated by the use of technology but most students do not know
how.
The question about the most commonly used digital learning materials for teaching/learning
showed us that Videos and Websites are very important in learning, then different Applications,
eBooks, games, PPTs.

5. Another important task was to explore the children age when they start using digital learning
materials or devices and more that 30% started before 6 years old and only approx 10%, after 12.
The survey shows that the most significant age is 7- 8 years old.
Another important issue was to understand what keeps children away from participating in
outdoor activities more and the main reasons are the lack of time and occupied with other
activities.
SOCIAL MEDIA IMPACT
Like it or not, another big issue in society is social media. It is here to stay. Many of our
students spend a great deal of time on it.
We cannot ignore that social media has a major role to connect people and to get messages
out to the entire world. The problem is, how to utilize this in education and especially for our
project, in the name of connecting children with nature.
Most used social media:
YouTube
Instagram
Snapchat
Facebook
Google +
Pinterest
Three most popular ways for optimizing mobile phones for the outdoors and nature lovers in
students opinion would be:
High quality cameras
Long lasting battery of digital devices
Internet connection
Location and GPS
Strong signal
When asked what mobile apps for initiating and rewarding outdoor challenges do they know or
use, students answers were poor:
Google maps
Geocaching
Strava, Mountain Project, AllTrails
bird watching app
Conclusions:

6. ● As much as we blame technology for a multitude of failings, we first need to remember
that we are responsible for our own preoccupations and of the way we spend our time.
● about 90% of our children is strongly or very linked to new technologies and we estimate
that about 80% consider the mobile phones very important.
● the majority of our students strongly agree that outdoor learning could increase
educational experiences. Learning in green spaces has the highest rate of challenges and
enjoyment. An important fact was the neutral answers – 28% and we cannot ignore this.
We must show to everyone the benefits of outdoor learning in the future.
● Unfortunately schools do not utilize outdoor facilities for learning as much as it would be
necessary and for this reason only 4% consider that schools utilize outdoors very much.
57% consider that schools use this environments only occasionally and almost 20% said
that schools do not use outdoor learning environments at all.
● The most significant barriers to increase the use of educational technology in the
classroom or outside the classroom are the schools’ lack of funds and resources (devices
for each student, good internet connection s.o).
● The most popular outdoor extracurricular activities are: sport competitions, camps and
trips
● 95% of students answered that they use digital devices every day (smartphones, laptops,
tablets etc)
● 70% of students prefer technologies firstly for socializing and secondly for learning &
study.
● 30% started using digital learning materials or devices before 6 years old and only
aprox
10%, after 12. The most significant age is 7- 8 years old;
● Most wanted technologies are: Phones and Iphones, Computers, Laptops, Tablets, Xbox
one, Ipads, Flying cameras, Graphic tablets and Cameras
● Most used social-media is represented by YouTube, Instagram, Snapchat, Facebook,
Google +, Pinterest
***

7. Credits to..
American Institutes for Research. (2005). Effects of outdoor education programs for children in
California. Palo Alto, CA.
Dyment, J. (2005). Gaining ground: The power and potential of school ground greening in the
Toronto District School Board. Evergreen.
Dyment, J. E., & Bell, A. C. (2008). Grounds for movement: Green school grounds as sites for
promoting physical activity.
Kuo, F.E. & Faber Taylor, A. (2004). A potential natural treatment for attentiondeficit/
yperactivity disorder: Evidence from a national study.
Wesites
https://www.digitalcare.org/environmental-technology-is-helping-the-earth/