Student Engagement Across Different Inquiry Tasks in GPS-Supported Outdoor Learning: From the ICAP Perspective

• In Event: Out-of-school Learning: Engaging Communities and High-Impact Practices

Abstract

This study explores students’ engagement modes across ICAP dimensions in a technology-mediated outdoor learning context. A total of 406 secondary students participated in a GPS-supported field trip aligned with the Citizenship and Social Development curriculum, with 366 valid responses analyzed. An adapted ICAP-based questionnaire was administered to collect quantitative data. Repeated-measures analysis revealed significant main effects of engagement mode and task type, as well as a significant interaction between the two. Follow-up interviews further illuminated how task features influenced students’ engagement. The findings provide a nuanced perspective on the hierarchical structure proposed by ICAP, indicating that students’ engagement modes vary depending on task features. This highlights the importance of aligning engagement design with task demands in outdoor, technology-enhanced learning environments.

Authors

• Miao Yue, Chinese University of Hong Kong

• Morris Siu-Yung Jong, Chinese University of Hong Kong

• Yuting Chen, The Chinese University of Hong Kong

• Chin-Chung Tsai, National Taiwan Normal University