Connecting technologies and nature: Impact and opportunities for digital media use in the context of at-home family environmental learning

References

• Aguayo, C., & Eames, C. (this issue). Using mixed reality (XR) immersive learning to enhance environmental education. The Journal of Environmental Education, 54(1).
   Google Scholar
• Ardoin, N. M., & Heimlich, J. E. (2021). Environmental learning in everyday life: Foundations of meaning and a context for change. Environmental Education Research, 27(12), 1681–1699. https://doi.org/10.1080/13504622.2021.1992354
   Web of Science ®Google Scholar
• Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
   Web of Science ®Google Scholar
• Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1(2), 55–77. https://doi.org/10.1162/ijlm.2009.0021
   Google Scholar
• Battista, R., West, S., Mackenzie, S., & Son, J. (2016). Is this exercise? No, it’s geocaching! Exploring factors related to aspects of geocaching participation. Journal of Park and Recreation Administration, 34(2), 30–48. https://doi.org/10.18666/JPRA-2016-V34-I2-6495
   Web of Science ®Google Scholar
• Bell, P., Lewenstein, B., Shouse, A., & Feder, M. A. (2009). Media. In Learning science in informal environments: People, places, and pursuits. (Vol. 140, pp. 248–288) National Academies Press.
   Google Scholar
• Bleck, S., Bullinger, M., Lude, A., & Schaal, S. (2012). Electronic mobile devices in environmental education (EE) and education for sustainable development (ESD) Evaluation of concepts and potentials. Procedia - Social and Behavioral Sciences, 46, 1232–1236. https://doi.org/10.1016/j.sbspro.2012.05.280
   Google Scholar
• Bondi, B. A., Monani, S. B., Principato, S., & Barlett, C. (2021). Examining the impact of climate change film as an educational tool. Applied Environmental Education & Communication, 20(3), 221–237. https://doi.org/10.1080/1533015X.2020.1780997
   Google Scholar
• Boudet, H., Ardoin, N. M., Flora, J., Armel, K. C., Desai, M., & Robinson, T. N. (2016). Effects of a behaviour change intervention for Girl Scouts on child and parent energy-saving behaviours. Nature Energy, 1(8), 1–10. https://doi.org/10.1038/nenergy.2016.91
   Web of Science ®Google Scholar
• Braus, J. (2020). Civic and environmental education: Protecting the planet and our democracy. In D.W. Orr, A. Gumbel, B. Kitwana, & W.S. Becker (Eds.), Democracy unchained: How to rebuild government for the people (pp. 183–195). The New Press.
   Google Scholar
• Chawla, L. (2007). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children, Youth and Environments, 17(4), 144–170.
   Google Scholar
• Chawla, L. (2008). Participation and the ecology of environmental awareness and action. In A. Reid, B. Jensen, J. Nikel, & V. Simovska (Eds.), Participation and learning: Perspectives on education and the environment, health and sustainability (pp. 98–110). Springer. https://doi.org/10.1007/978-1-4020-6416-6_6
   Google Scholar
• Chryst, B., Marlon, J., van der Linden, S., Leiserowitz, A., Maibach, E., & Roser-Renouf, C. (2018). Global warming’s “Six Americas Short Survey”: Audience segmentation of climate change views using a four question instrument. Environmental Communication, 12(8), 1109–1122. https://doi.org/10.1080/17524032.2018.1508047
   Web of Science ®Google Scholar
• Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental co-use of media technology with their young children in the USA. Journal of Children and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440
   Web of Science ®Google Scholar
• Corner, A., Roberts, O., Chiari, S., Völler, S., Mayrhuber, E., Mandl, S., & Monson, K. (2015). How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. WIREs Climate Change, 6(5), 523–534. https://doi.org/10.1002/wcc.353
   Web of Science ®Google Scholar
• Crowley, K., Callanan, M., Jipson, J., Galco, J., Topping, K., & Shrager, J. (2001). Shared Scientific Thinking in everyday parent-child activity. Science Education, 85(6), 712–732. https://doi.org/10.1002/sce.1035
   Web of Science ®Google Scholar
• Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In Learning conversations in museums (1st ed., pp. 337–360). Routledge.
   Google Scholar
• Damerell, P., Howe, C., & Milner-Gulland, E. J. (2013). Child-orientated environmental education influences adult knowledge and household behaviour. Environmental Research Letters, 8(1), 015016. https://doi.org/10.1088/1748-9326/8/1/015016
   Web of Science ®Google Scholar
• Davidson, C., Given, L. M., Danby, S., & Thorpe, K. (2014). Talk about a YouTube video in preschool: The mutual production of shared understanding for learning with digital technology. Australasian Journal of Early Childhood, 39(3), 76–83. https://doi.org/10.1177/183693911403900310
   Web of Science ®Google Scholar
• Ducasse, J. (2020). Augmented reality for outdoor environmental education. In V. Geroimenko (Ed.), Augmented reality in education (pp. 329–352). Springer Series on Cultural Computing. https://doi.org/10.1007/978-3-030-42156-4_17
   Google Scholar
• Eagles, P., & Demare, R. (1999). Factors influencing children’s environmental attitudes. The Journal of Environmental Education, 30(4), 33–37. https://doi.org/10.1080/00958969909601882
   Google Scholar
• Falk, J. H., & Dierking, L. D. (2010). The 95 percent solution. American Scientist, 98(6), 486–493. https://doi.org/10.1511/2010.87.486
   Web of Science ®Google Scholar
• Garg, R., & Sengupta, S. (2020). He Is just like me: A study of the long-term use of smart speakers by parents and children. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 4(1), 1–24. https://doi.org/10.1145/3381002
   PubMedGoogle Scholar
• Gould, R. K., Ardoin, N. M., Thomsen, J. M., & Wyman Roth, N. (2019). Exploring connections between environmental learning and behavior through four everyday-life case studies. Environmental Education Research, 25(3), 314–340. https://doi.org/10.1080/13504622.2018.1510903
   Web of Science ®Google Scholar
• Green, C. J. (2015). Toward young children as active researchers: A critical review of the methodologies and methods in early childhood environmental education. The Journal of Environmental Education, 46(4), 207–229. https://doi.org/10.1080/00958964.2015.1050345
   Web of Science ®Google Scholar
• Greenwood, D., & Hougham, R. J. (2015). Mitigation and adaptation: Critical perspectives toward digital technologies in place-conscious environmental education. Policy Futures in Education, 13(1), 97–116. https://doi.org/10.1177/1478210314566732
   Google Scholar
• Intergovernmental Panel on Climate Change. (2021). Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. [Masson-Delmotte, V., Zhai, P., Pirani, A., Connors, S. L., Péan, C., Berger, S., Caud, N., Chen, Y., Goldfarb, L., Gomis, M. I., Huang, M., Leitzell, K., Lonnoy, E., Matthews, J. B. R., Maycock, T. K., Waterfield, T. Yelekçi, O. Yu, R., & Zhou B. (Eds.)]. Cambridge University Press.
   Google Scholar
• Ito, M., Horst, H., Bittanti, M., Boyd, d., Herr Stephenson, B., Lange, P., Pascoe, C. J., & Robinson, L. (2009). Living and learning with new media: Summary of findings from the digital youth project. MIT Press.
   Google Scholar
• Ives, C., Freeth, R., & Fischer, J. (2020). Inside-out sustainability: The neglect of inner worlds. Ambio, 49(1), 208–217. https://doi.org/10.1007/s13280-019-01187-w
   PubMed Web of Science ®Google Scholar
• Kamenetz, A. (2019). Most teachers don’t teach climate change; 4 in 5 parents wish they did. NPR. https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did
   Google Scholar
• Kola‐Olusanya, A. (2005). Free‐choice environmental education: Understanding where children learn outside of school. Environmental Education Research, 11(3), 297–307.
   Google Scholar
• Kumpulainen, K., Wong, C., Byman, J., Renlund, J., & Vadeboncoeur, J. (this issue). Fostering children’s ecological imagination with augmented storying. The Journal of Environmental Education, 54(1).
   Google Scholar
• Larson, L., Szczytko, R., Bowers, E., Stephens, L., Stevenson, K., & Floyd, M. (2019). Outdoor time, screen time, and connection to nature: Troubling trends among rural youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Leiserowitz, A., Roser-Renouf, C., Marlon, J., & Maibach, E. (2021). Global Warming’s Six Americas: A review and recommendations for climate change communication. Current Opinion in Behavioral Sciences, 42, 97–103. https://doi.org/10.1016/j.cobeha.2021.04.007
   Web of Science ®Google Scholar
• Livingston, A. (2022). Technology that inspires a connection to nature: Reframing the role of technology in outdoor engagement and conservation. Journal of Outdoor Recreation, Education, and Leadership, 14(1), 87–94. https://doi.org/10.18666/JOREL-2022-V14-I1-11136
   Web of Science ®Google Scholar
• Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books of Chapel Hill.
   Google Scholar
• Luce, M., & Callanan, M. (2020). Family conversations about heat and temperature: Implications for children’s learning. Frontiers in Psychology, 11, 1718. https://doi.org/10.3389/fpsyg.2020.01718
   PubMed Web of Science ®Google Scholar
• Markowitz, D., Laha, R., Perone, B., Pea, R., & Bailenson, J. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, 2364. https://doi.org/10.3389/fpsyg.2018.02364
   PubMed Web of Science ®Google Scholar
• McLaren, M. (2020). Revisioning environmental literacy in the context of a global information and communications ecosphere. The Journal of Environmental Education, 50(4-6), 416–435.
   Web of Science ®Google Scholar
• Moser, S. (2016). Reflections on climate change communication research and practice in the second decade of the 21st century: What more is there to say? WIREs Climate Change, 7(3), 345–369. https://doi.org/10.1002/wcc.403
   Web of Science ®Google Scholar
• The National Aeronautics and Space Administration (2021). How do we know climate change is real? Retrieved from https://climate.nasa.gov/evidence/.
   Google Scholar
• National Research Council (2012). Climate change education in formal settings, K-14: A workshop summary. National Academies Press.
   Google Scholar
• Peffer, T., Bodzin, A., & Smith, J. (2013). The use of technology by nonformal environmental educators. The Journal of Environmental Education, 44(1), 16–37. https://doi.org/10.1080/00958964.2012.688775
   Web of Science ®Google Scholar
• Povis, K., & Crowley, K. (2015). Family learning in object-based museums: The role of joint attention. Visitor Studies, 18(2), 168–182. https://doi.org/10.1080/10645578.2015.1079095
   Web of Science ®Google Scholar
• Reid, A., Dillon, J., Ardoin, N., & Ferreira, J. (2021). Scientists’ warnings and the need to reimagine, recreate, and restore environmental education. Environmental Education Research, 27(6), 783–795. https://doi.org/10.1080/13504622.2021.1937577
   Web of Science ®Google Scholar
• Renshaw, P., Jackson, K., Morelock, H., & Tooth, R. (this issue). Enchantment and digital technologies: Cultivating children’s enchantment with the more-than-human through video-walks in local places. The Journal of Environmental Education, 54(1).
   Google Scholar
• Ripple, W., Wolf, C., Newsome, T., Barnard, P., Moomaw, W., & Grandcolas, P. (2019). World scientists’ warning of a climate emergency. BioScience, 70(1), 8–12. https://doi.org/10.1093/biosci/biz088
   Web of Science ®Google Scholar
• Rogoff, B. (1997). Evaluating development in the process of participation: Theory, methods, and practice building on each other. In E. Amsel & K.A. Renninger (Eds.), Change and development: Issues of theory, method, and application. (265–285) Taylor & Francis Group.
   Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers. (3rd ed.) Sage.
   Google Scholar
• Schneider, J., & Schaal, S. (2018). Location-based smartphone games in the context of environmental education and education for sustainable development: Fostering connectedness to nature with Geogames. Environmental Education Research, 24(11), 1597–1610. https://doi.org/10.1080/13504622.2017.1383360
   Web of Science ®Google Scholar
• Shoufan, A. (2019). Estimating the cognitive value of YouTube’s educational videos: A learning analytics approach. Computers in Human Behavior, 92, 450–458. https://doi.org/10.1016/j.chb.2018.03.036
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage Publications.
   Google Scholar
• Takeuchi, L., & Stevens, R. (2011). The new coviewing: Designing for learning through joint media engagement. The Joan Ganz Cooney Center at Sesame Workshop.
   Google Scholar
• Thomas, D. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283
   Web of Science ®Google Scholar
• Topp, K., Thai, M., & Hryciw, D. H. (2019). The role of entertainment in engagement with climate change. Environmental Education Research, 25(5), 691–700. https://doi.org/10.1080/13504622.2019.1572072
   Web of Science ®Google Scholar
• Tsourakas, T., Terzopoulos, G., & Goumas, S. (2021). Educational use of voice assistants and smart speakers. Journal of Engineering Science and Technology Review, 14(4), 1–9. https://doi.org/10.25103/jestr.144.01
   Google Scholar
• Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2019). Country progress on climate change education, training and public awareness: An analysis of country submissions under the United Nations Framework Convention on Climate Change. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000372164.
   Google Scholar
• Vargas, R. (2008). Family activism: Empowering your community, beginning with family and friends. Berrett-Koehler Publishers.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar