Akademik Veri Yönetim Sistemi
26. Internationale Frühjahrsschule der Fachsektion Didaktik der Biologie, Berlin, Almanya, 4 - 7 Mart 2025, Berlin, Almanya, 4 - 07 Mart 2025, ss.1-3
Botanical gardens play a vital role in plant education, promoting awareness and understanding of plants while preventing plant blindness through direct interaction and hands-on activities (Bavcon et al., 2024). In particular, game-based learning methods are known to stimulate learners' intrinsic motivation, curiosity, and sense of competition, which contribute to improved learning outcomes (Yapıcı & Karakoyun,2017; Borsos, 2019). Building on this, the present study aims to investigate the effectiveness of a digital-mobile game-based learning approach in improving plant recognition skills, motivation, and attitudes towards biodiversity in the context of outdoor education conducted in botanical gardens. It is a study with approx. 50 to 80 pre-service teachers with a two comparison groups pre-post design with a follow-up. In the within-subject-design, two digitally supported mobil learning methods are carried out in the botanical garden by the participants one after the other. The comparison is between a game-based method, using the Actionbound application, and a method without game or narrative elements, using an AI-based system. The instructional content focuses on the morphology and ecology of non-native plant species, with the aim of being able to recognize and identify them. Participants alternate between the two methods, each lasting 30 minutes. Data collection will begin with a pre-test administered one week prior to the intervention to assess participants' baseline plant recognition skills (Borsos, Borić & Patocskai, 2021), motivation and experience with game-based learning tools and AI-based identification applications, and attitudes towards biodiversity (Kissi & Dreesman, 2017). Species knowledge and motivation outcomes are recorded after each method and again four weeks later to assess retention. In addition to assessing the learning impact of the methods, the pre-service teachers also gain an impression of digitally supported outdoor education from a teaching perspective. In this sense, their feedback will be qualitatively recorded to explore the participants' perceptions of digitally mobile, game-based learning in outdoor educational settings. The results will contribute to the empirically based development of innovative teaching methods in teacher training, with a focus on technology-enhanced teaching and learning of plant species and biodiversity.