Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

A technology-integrated fieldwork project significantly enhanced students' inquiry-driven behaviors and knowledge retention, particularly when investigating UNESCO World Heritage Sites. The study found that 88.7% of participants became more active, adventurous, talkative, and responsible during field tasks, demonstrating the effectiveness of mobile technology in supporting location identification, data capture, and monitoring. The research adopted core design principles for inquiry-based projects, using a questionnaire and conversation analysis to evaluate student engagement and learning processes. Conducted with 86 high school students from Seoul, the project highlights how mobile technology can deepen educational experiences in heritage studies.

LEE, J. (2020). Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience. Review of International Geographical Education Online. https://doi.org/10.33403/rigeo.637666