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To support scientific observation, we conducted a research study using a place-based, mobile augmented reality (AR) app to assist families in learning about healthy habitats for pollinators. By analyzing videos and transcripts from 17 families, we found the significant effects of seven learning activities on families’ scientific observation along four dimensions. The study contributes findings related to how engaging with various features of an AR app can influence aspects of families’ scientific observation. 

We investigate how design elements can support sensory engagement and sense-making through discussion and place-based activities offered via a QR code triggered, web-based mobile learning experience. 31 families (116 individuals; 54 adults, 62 youths) were recruited at a nature center to participate in learning activities related to pollinators and native plants. From the learning-on-the-move and science education literatures, two design conjectures guide our work a) sensory engagement via tactile and visual observation of objects and specimens on-site supports scientific noticing and b) discussion prompts and place-based activities support sense-making and knowledge integration via focusing conversation on scientific phenomena and big ideas. Families were observed seamlessly engaging in discussions beyond intended geographic boundaries as they observed and engaged in discussions of phenomena across space. This analysis contributes to the literature on informal learning environments and the role that QR-triggered web-based science content can provide in outdoor learning settings. 

Mobile technologies that include photo-taking elements help to support children’s observation and exploration of the natural world; however, how families engage with digital photo-taking features have not been fully explored. We investigated how 22 families engage with digital photo-taking features of a MAR app that prompts place-based observation of the outdoors. Families’ interactions with the app were qualitatively coded and then two vignettes from different place-based micro-learning locations were developed to understand learning practices related to photo-taking. Findings show that families were deliberate in taking photos that recorded their observations of the outdoors; however, the environment and features within the app impacted families’ observational talk and excitement levels during the photo-taking activities themselves. These findings contribute to the understanding of the importance of photo-taking activities during MAR experiences.