development and use of a mobile application to enhance and aid in geology field trips ... mobile and ubiquitous computing technologies in classes beyond the .... example, using the virtual keyboard of the Android system, students can type ...
A Mobile Learning System to Enhance Field Trips in Geology Edgar Marçal, Windson Viana, and Rossana M. C. Andrade Department of Computer Science Federal University of Ceará Fortaleza, Ceará, Brazil
Abstract— Geology is a fundamentally important natural science that explores resources as minerals, water, fossil fuels and many others. Geology’s field of knowledge also has social relevance in preventing natural disasters. Because of these features, geology is important not only as a science itself but in several other areas, such as engineering, biology, and oceanography. In this context of a natural science, the field trips are an essential activity for learning. During these classes, students need to make notes, take photos and perfom measurements using different equipment, and pay attention to the teacher's instructions. This paper presents the specification, development and use of a mobile application to enhance and aid in geology field trips called Geomóvel. A case study was performed that exhibited good acceptance of the application by the students, who stated that the major benefits were ease of use and practicality of annotation in multiple formats. The application also enables data to be exported to Google Earth such that the teacher can analyze the data recorded in the case study. Keywords— Mobile Learning System; Field Trips; Geology; Georeferencing
I.
INTRODUCTION
The activities developed in field trips are essential for learning in several STEM (science, technology, engineering, and mathematics) courses, such as geological engineering, biosciences and geosciences. Particularly in geology, these activities represent one of the most exciting tasks of the course in which students experiment with such practices as the identification of rocks, minerals, and fossils. During field trips, there are other means of recording information besides notations in the field notebook, such as photos, geolocation and geological orientation. This poses difficulties for students with regard to organization, standardization and integration of these different data types. Furthermore, sometimes, the field trips take place in hostile environments, dispersion of pupils occurs, the amount of information to be obtained is large and students need to use different tools (field notebook, camera, compass, GPS, etc.) that do not all operate together. Studies have shown successful initiatives with the use of mobile and ubiquitous computing technologies in classes beyond the classroom walls [1, 2]. According to [3], researches on mobile learning started 60 years ago, and
Daniel Rodrigues Department of Geology Federal University of Ceará Fortaleza, Ceará, Brazil
currently, we observe the third generation of the m-learning applications is marked by ubiquity. Ubiquitous computing technologies can identify the learner’s context and suggest content, activities and tips in order to improve learning. The term “ubiquitous learning” or “u-learning” also applies to the third generation of systems and experiences in m-learning. Ulearning has been successfully applied to enhance learning activities in various education areas. Mobile computing has the potential to improve the experience of field trips. This research proposes to investigate the impact of m-learning in geology field trips. We aim to enhance the benefits of field trips and overcome its main issues by using an m-learning approach. This paper presents the results of research conducted since 2012 to examine the benefits of mobile devices (eg, tablets, smartphones) as tools to support the teaching of geology. A specific application for smartphones was developed for students to use during field trips. Case studies were conducted in the undergraduate course in Geology, Federal University of Ceará in Brazil. The remainder of this paper is organized as follows. Section II discusses concepts and studies related to the use of mobile computing in education. The third section presents the context in which the research was conducted, including the developed application and the pilot test. In the fourth section, the case study is detailed. The fifth section presents a discussion of the obtained results. Finally, the last section summarizes the primary conclusions of this study and future work. II.
RELATED WORK
One of the learning domains in which many studies on mobile and ubiquitous learning have been performed is the teaching of science [4]. An example in biology is presented in [5], which proposes an application for children identify animals using mobile phones and RFID tags. In another example in teaching physics, tablets were used to stimulate creativity and interest in electromagnetism [6]. When considering science classes that take place beyond the classroom walls, ubiquitous computing presents itself as an important technology that can enable students to access course materials in the field (Accessibility), at the appropriate
moment (Immediacy) and according to their context (ContextAwareness) [7]. A study demonstrating the benefits of ULearning for field trips is presented in [1]. In this study, students learn about vegetation, plants and their characteristics using an application for PDA (Personal Digital Assistant) with RFID. The study found that the U-Learning environment provided an improvement in students' motivation and learning effectiveness. In the geosciences, there are few studies using mobile and ubiquitous computing tools in field trips. Most initiatives in the area relate to general-purpose mobile applications that address topics such as record geolocation and visualization of geological maps [8, 9, 10], but have no specific application to learning. In [11], the authors presented a u-learning environment in geology. They separated the students into two groups; one group was in the lab and another was in the field with mobile phones. Participants in the second group made notes, took pictures, and recorded videos transmitted in real time to the students in the first group. Students who were in the field could also request information from those who were in the lab. Most students approved the initiative. However, this proposal is totally dependent on the available Internet connection (which is not present in many field trips) and uses different smartphone applications, which hampers the data integration. Another geology study using ubiquitous technologies is presented in [12]. This research proposes an expert system that guides the student during field trips. The system is able to suggest points for observation and for data collection. It also performs specific tasks according to the profile and context of student. RFID tags are used to help identify the types of rocks. The system has a questionnaire to measure the knowledge acquired by students during field activities. Nevertheless, these features are dependent on the Internet, which prevents their use in field trips at distant locations without online connection. III.
CONTEXT OF RESEARCH
A. Scenario In teaching geology, field trips are practical activities essential to student learning. In general, these field trips require the student to acquire descriptive and interpretative data related to rock distributions, their influence on the relief structure, mineral and fossil content, presence of fluids (i.e., groundwater, hydrocarbons), structures and evolution of rocks [13]. Frequently, all the field notes are made in a notebook before the transcription of important information into a final report. Some of this information is provided by the professor, whereas some has to be collected by the students themselves. In addition to these notes, photographs and geographic coordinates (GPS) are needed. In this learning environment, which includes road outcrops, mines and other outside places, one complication is the difficulty of making notes during learning due to this type of location. Sometimes, this difficulty also occurs because of the necessity of many tools (e.g., fied
notebook, digital camera, compass, GPS) that do not work by an integrated manner and have a high cost. In 2012, researchers from the departments of Geology and Computer Science decided to conduct an exploratory experiment on the use of tablets during field classes. The objective was to evaluate aspects such as convenience, ease of use and other benefits that could be provided by the use of tablets in the field. For practice, a tablet was configured with the following features: a simulated compass application, a digital camera, an application for textual notes and an application to capture location by GPS. The tablet was used in a 12-day expedition in Ceará by a student monitor so as not to affect the activities of regular students. The monitor performed some field activities commonly performed by students: stored written information, measured attitudes (angles of fractures), collected geographic coordinates and took pictures. During this test, the following problems were found: i) Data were collected by different applications, and it was not possible to integrate them or relate them; ii) Some of the applications used were not able to register and/or export the collected data, which hindered data access after the trip; iii) At some moments, it was not possible to perform a measurement and also see the values on the tablet screen due to their size or the angle required for the measurement due to the shape of the rock; iv) The excessive ambient light at certain moments, hindered the entry of textual information and accuracy of the photographs; v) The size of the tablet used (10") interfered with handling in some situations. We also observed a lack of Internet access (e.g., EDGE, GPRS, 3G) in most parts of the visited route. Despite the problems encountered, this experience showed the potential of mobile computing for field trips; a single device could perform various functions (compass, camera and GPS; the accuracy of the collected data (coordinates and angles of fractures) using the tablet was similar to that of commonly used tools (GPS and compass) that cost much more than one tablet; and students who attended the trials showed interest in using mobile devices in the field. These results signaled the need for further research to maintain the benefits identified and solve the problems found. B. Geomóvel Application Based on the initial experiment, we chose to create a mobile application that integrates multimedia features and use of sensors to support students during field classes, the Geomóvel (Fig. 1). After meetings between researchers in computing and geology and considering the findings of the experiment with the tablet, the main functional requirements for the application were as follows: measure the direction and angle of dip, obtain the geographical coordinates (longitude and latitude), capture photos and record information via text or audio.
visited locations. For each place, the following information is collected: an overview description (by writing or audio), location (by GPS), and attitude (strike and dip) measurements of the orientation of geological features (by compass). Moreover, the student can take pictures, linking them to the location where they were taken and sharing them with friends via Bluetooth. Once a data connection is available, students can use the app to create and export a trajectory with annotations and measurements. Geomóvel generates a document representing the trajectory in KMZ standard format [14], which can be read using free tools such as Google Earth1, GPS Map Viewer2 and FileViewPro3. After generating the KMZ file with all the information captured in the field, Geomóvel allows the student to transmit the file to a preconfigured email. This data transmission can be made whenever the student has Internet access, whether in the field or on return to school. C. Pilot Study To perform an initial evaluation of Geomóvel, in early 2013, a pilot study was implemented at the campus of the Federal University of Ceará in the Department of Geology. Fig. 1. Geomóvel screenshots.
The Geomóvel consists of a mobile application compatible with Android devices (version 2.3 or higher). It offers several types of annotations based audio, text and photos. For example, using the virtual keyboard of the Android system, students can type notes about the points of interest during the field visits. The information can also be recorded via audio recording through the mobile device microphone. This feature minimizes the difficulty of textual recording and allows students to record their notes about the phenomenon studied. The application, when required, also includes a digital camera device, providing photographic records of outcrops. All these notes are recorded in a local database, and the application associates them with geographical coordinates captured from the GPS sensor built into the device. Three types of sensors common in smartphones and tablets are used by Geomóvel, GPS, accelerometer and magnetometer. The GPS is used to obtain and record the longitude and latitude of the location at which information is being recorded. The measurement of the angle and direction of the dip use the accelerometer and magnetometer to simulate a compass. To avoid problems visualizing measures obtained by the compass in an exploratory experiment (pointed in the Section III.A), interfaces for these activities were designed to be multimodal using the Android voice synthesizer in default configuration (e.g., eSpeak, SVOX). At the time the direction and angle of dip are measured, Geomóvel states the values captured by the sensors in the language set as default on the device (e.g., Portuguese) using the TTS (Text to Speech) library. Fig. 2 exhibits an overview of the application usage. First, the student fills in fields describing the field trip, such as the vehicle mileage, a description and the destination. During the class, the student takes as many notes as necessary about the
Fig. 2. Overview of the use of Geomóvel.
1
http://www.google.com/earth/. http://www.mcrenox.com.ar/gpsmapview/. 3 http://www.solvusoft.com/en/fileviewpro/. 2
The main goal of this pilot test was to test the application to identify gaps and possible adjustments before using it in a real field trip. Three undergraduate geology students and one teacher participated in the pilot study. The selected teacher participated from the early stages of development of Geomóvel application. All students chosen were the third semester of the course. They had already attended more than one class with field trips. This study was conducted in a place where geology teachers usually take students to practice within the University campus. For the tests, three smartphones (one with a 4" screen and two with 4.8" screen) and one tablet (with 7" screen) were used. During the experiment, four participants were asked to perform the following tasks to test the application: i. register information about the trip; ii. register the description of a location; iii. take photographs and record audio about the studied location; and iv. take attitude measurements of geological features (cross stratifications). After this, all the students answered questions and were able to express their opinion about their satisfaction with the application and their experience with it. After analyzing the questionnaires and notes taken by the evaluator during the test, the results of the pilot study were encouraging. First, all participants performed their tasks using Geomóvel. The four participants demonstrated a good response and interest in using the application in field trips. The main benefits reported by the students were practicality and ease of use. Their testimony indicates that Geomóvel makes the registers of the notes faster than registers made with non-integrated tools. One of the students reported that he had already used other applications with compass and GPS, but he would recommend Geomóvel for geology field trips. Another student mentioned that conventional equipment is not always available, and with the application, this problem could be solved because all students would use Geomóvel on smartphones.
Eighteen students in the Sedimentary Petrology class in the Department of Geology at UFC participated in this study (Fig. 3). All of them had already have participated in field trips and had used other applications on smartphones. The study included 6 cell phones using the Android operating sytem4 that were shared by the 18 participants. The display of the cell phones was between 4.7 and 5.0 inches. B. Procedure In the morning before the activities began, a monitor student demonstrated how the application should work. The main activity was the measurement of the attitudes of cross stratification on sandstone. Beyond that, the students could take pictures of the structures and save notes by text or audio. Georeferencing was automatically performed for to each register. Later in the field trip (afternoon), the monitor student took notes about the usage of Geomóvel by the learners. After the test, the 18 students were asked questions to evaluate different aspects about the use of and satisfaction level regarding this technology. The questionnaire consisted of a set of eight questions divided into three groups. The first was composed of questions using a standard five-point Likert scale: Strongly Disagree, Somewhat Disagree, Neutral, Somewhat Agree, and Strongly Agree. To assign a quantitative value to these Likert items, progressive positive integer values from 1 (Strongly Disagree) to 5 (Strongly Agree) were used, which allows the use of mean and standard deviation to quantify the parameters of interest. The second group consisted of questions where students could mark multiple options indicating how they used
During the pilot study, the teacher used his compass to take the same measures for comparison with the data obtained by the application. With respect to the dip angle measurement, it was observed that in almost all cases the values obtained with the Geomóvel were the same as those obtained with the compass. However, in some measurements there was a noticeable difference in the direction of the dip. The teacher reported that they may have occurred because the Geomóvel application does not contain a bubble level that assists students in performing precise measurements of the direction of the dip. IV.
FIELD TESTING
A. Participants In late 2013, an exploratory case study [15] was conducted to evaluate the application in a real field trip. The class took place in a sandstone river in Parnaíba Basin (Ipu Formation), in the state of Ceará, Brazil.
Fig. 3. Students using Geomóvel in the case study.
4
Smartphones used in the case study: Two Galaxy Gran Duos, three Galaxy S3 and one LG Optimus P880.
the application. Finally, students could answer open questions and write about the experience using Geomóvel during the field trip. C. Results Table I shows the results of the first group of questions, which used the Likert scale. The high values obtained show good acceptance of the application in the field. We highlight the statement regarding interest in using Geomóvel in other classes in the future (Q3), with which all participants strongly agreed. All students also agreed with the relevance of the application to the field classes (Q1); 27.78% somewhat agree and 72.22% strongly agree. Regarding the ease of use of the Geomóvel application (Q2), only one of the eighteen students disagreed somewhat. TABLE I. QUESTIONS AND RESULTS OF SATISFACTION AND USABILITY Question
Mean
Std. Deviation
Q1
The Geomóvel application is a useful tool for field trips.
4.722
0.461
Q2
The Geomóvel application is easy to use.
4.444
0.784
Q3
I intend to use the Geomóvel in other field trips in the future.
5.000
-
Fig. 4 shows the frequencies of the students’ responses to the questions presented in Table I and assists in understanding the values obtained. The items "Neutral" and "Strongly Disagree" were omitted from the graph because the frequency of such responses was zero for all the questions. A large percentage of participants strongly or somewhat agree with the use of Geomóvel in field trips. The graph in Fig. 5 shows the results of the question regarding the use of resources provided by the application (Q4 - What Geomóvel resources I used). All students performed the main activity of the class with Geomóvel, which was to use the application's compass to measure the attitudes of the rock formations. Another feature that was used by the students was text input with 83.33% usage. In contrast, audio recording (16.67%) and taking photos (27.78%) were rarely used.
Fig. 5. Usage rate of resources of the application by students.
Question Q5 asked what equipment normally used in the field (GPS, compass, camera and notebook) could be replaced by Geomóvel and a smartphone. Students could select more than one option. Although it was a little-used feature, all participants indicated that the camera could be replaced by the application. A total of 66.67% of students stated that the compass could be replaced by Geomóvel, and 55.56% said that GPS could be replaced by application. Only one third of the students responded that Geomóvel could replace a field notebook. A comparison of the orientation values obtained by the compass and Geomóvel was made in this study. Very similar results were achieved, with more dispersion of the compass data . The graph in Fig. 6 presents a circular histogram of the frequencies of paleocurrent azimuths from sandstones of the Ipu Formation (Parnaíba Basin) obtained by the students during their field trip. The graph in Fig. 6.A presents the values acquired with the application. The graph in Fig. 6.B presents values obtained with compasses. At the end of the questionnaire, the participants could write about the benefits of Geomóvel and give suggestions to improve it. The main advantages noted were the ease of use and ability to input information. The key points to improve were the following: (i) the cellphone should have a protective case when used for attitude measurements (which requires contact between the device and rock); (ii) and the regular battery charge may not be sufficient to keep the device working for a long time with so many simultaneous functions. Some of the participants' responses were as follows. “Geomóvel enables the measurement of attitude with greater ease and provides convenience in recording the information from points” “More people have access to an instrument for measurements in the field”
Fig. 4. Frequencies (%) of the participants' responses to Q1, Q2 and Q3 questions.
“The application is easy to use but does not replace the field notebook”
data entry via text or audio, based on the responses to question Q5 and open questions its full replacement is not possible. During the case study, all students performed the main activity using Geomóvel (measuring attitudes of rock formations). This fact confirms the main benefits cited by students in response to open questions, which were that Geomóvel is easy to use and provides practicality in the annotation of different information. The ability to take photos and audio recordings were minimally used. It is believed that this was due to the focus on performing the main activity and because participants had to share the smartphones (1 smartphone to 3 students). During the field trip, it was observed that most students gave the smartphones to other students after measuring the attitude and did not use the other features. Student responses to open questions provided important observations. The battery life, an obstacle present in studies of m-learning [17], was questioned by one of the participants. In this case study, no problem occurred because it happened in just one afternoon. However, some types of field trips can last all day, and smartphone use may be compromised.
Fig. 6. A) Frequency measures of attitudes with the application. B) Frequency measures of attitudes with the the compass
After the field trip, the data recorded with the Geomóvel on all smartphones were exported in KMZ format to be analyzed by the teacher. Fig. 7 shows a screenshot of the Google Earth system with information about one of the points recorded by the students in the case study. In the Google Earth platform, the professor evaluated the result obtained by the students and found that Geomóvel was very good and comparatively very close to the result acquired by different conventional methods. One problem noted was the impossibility of hearing the audio recorded at the same time as visualizing point information in Google Earth.
The data measured by the application presents more consistent values than those obtained by compasses, which have a slightly higher dispersion (circular standard deviation) (Fig. 6). These differences can be attributed to factors such as the following: i. differences in the shape/design of the two devices (smartphone and compass) that require different techniques for superficial approximation in the rock plain; ii. insufficient experience operating one or both devices; iii. absence of a local magnetic-decline correction for the azimuth of the attitude by the smartphone. Nonetheless, the mean vector is very close when comparing the data from the compasses and Geomóvel. Whatever the reason for the dispersion, this subject requires more investigation to enhance the comparability among the methods.
D. Discussion The answers from the questionnaire and the notes taken during the tests conducted throughout this study demonstrate the successful results of the use of mobile computing in geology field trips. Proof of this is the interest of all participants in continuing to use Geomóvel in future classes. This result is consistent with the benefits provided by mlearning [16]. In the particular case of geology field trips, this study showed that another important benefit can be achieved, replacement of some equipment (camera, GPS and compass) by Geomóvel and a smartphone. We highlight that all participants believed that Geomóvel could replace the camera. Regarding the notebook, even though the application allows
Fig. 7. Screenshot of Google Earth showing some information captured during the case study.
V.
CONCLUSIONS AND FUTURE WORK
Geology is a natural science that is of fundamental importance to exploring such resources as minerals, water, fossil fuels (hydrocarbons, coal) and many others. Its field of knowledge also has social relevance via preventing natural disasters and hazards linked to mass wastings, floodings, earthquakes, volcanoes, buildings, coastal erosion, soil losses, and many others. Because of these features, geology is important not only as a science itself but in several other areas, such as engineering, biology, oceanography, and geography. In the context of a natural science, field trip classes are an essential activity in all geology courses, and Geomóvel appears to be a promising tool to enhance and aid learning. This paper presented an m-learning research in geology. Our research was performed in the following five steps: (i) the specification and design of a mobile application; (ii) the development of a mobile application for Android smartphones; (iii) a pilot application study implemented at the university; and (iv) a case study during real field trips; and (v) recovery and analysis of data recorded by the application in the field. In this research, the use of mobile computing to aid the teaching of geology was implemented gradually. We started the research on the use of tablets in field classes without developing any new specific applications. Then, an application was specified and developed from the set of elicited requirements. After the development phase, a controlled application test was performed, and finally, Geomóvel was used in a real field trip by undergraduate students in geology. This progressive evolution provided a clear definition of the application features, and it also allowed detection of bugs before its use in field trips. The application Geomóvel is an alternative that can overcome and minimize difficulties faced by geology students in the use of different tools to perform their tasks during field activities. Geomóvel allows students to record information from the field via textual notes, audio and photos. In addition, students take measurements and obtain the geographical location automatically. From an economic standpoint, Geomóvel is an interesting option for field trips given that GPS equipment and compass are available in limited quantities and have restricted use in several geology departments. The results of the case study show good acceptance of the mobile software by the students, who described the following major benefits: ease of use and practicality of annotation in multiple formats. Furthermore, from the data exported by Geomóvel, the teacher was able to analyze the information collected in the field using Google Earth. In the future, we intend to apply Geomóvel in other undergraduate courses that have field trips (e.g., biology, geography, mining engineering, civil engineering, etc.). We hope to analyze and compare the current results and also add new features to the mobile application (multimedia content about the field trip). Regarding the evaluation of use, we plan
to make the application available on field trips with longer duration (days or weeks). Thus, students will have greater contact time with Geomóvel and more freedom in its use. Another future goal is to create a methodology that enables the teacher to set up his own mobile application for use in the field trips and incorporating features of ubiquitous computing (e.g., content adaptation and augmented reality). REFERENCES [1]
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