Children’s perspectives on the functions of nature-related digital tools may offer potential for enhancing interaction with natureAlthough children’s increasing use of digital technology is commonly linked to their decreasing interaction with nature, some research suggests that technology has the potential to motivate children’s engagement with nature. With the aim of increasing children’s participation in the development of technology targeted for their use, this study explored children’s perspectives of nature-related digital tools designed to encourage interaction with nature. The study examined: 1) children’s experience using an existing nature-related digital tool; and 2) the digital tool design characteristics and functions identified by children as having the potential to support their engagement with nature.
The study was conducted over two days with approximately 20 children (age 12–14 years) in Rotterdam, the Netherlands. During the first day, 21 children tested an existing digital app which involved following a walking route and a digital nature treasure hunt. Children then completed surveys to rate their experience using the app. On the second day, 23 children participated in an indoor co-design workshop. The workshop engaged children as the co-designers of their ideal nature-related digital tool and was facilitated by two researchers and a teacher. Working in groups, the children created and presented prototypes of a digital tool designed to increase their interaction with nature. The prototypes included visual depictions of their tool’s interface and written descriptions of the design characteristics, requirements, and functions. These design artifacts, along with transcriptions of each group’s presentation, were qualitatively analyzed. Analysis employed two conceptual behavior change models. The COM-B model was used to examine how digital tools can affect children’s capability, opportunity, and motivation to interact with nature. The children-urban green infrastructure interaction model, a behavior change model previously developed by the lead researcher, was also used to explore the factors that may influence children’s behavior in nature.
Findings regarding children’s experience with the existing nature-related digital tool indicated that the majority of children had a positive perception of the app. Children reported that the app was easy and fun to use, was visually pleasing, and effective. Children appreciated the app’s educational function which improved their understanding of the natural environment. Other perceived benefits of the app were the opportunity for increased social interaction in nature and improved accessibility and ease in finding nature and play areas. However, children did not feel the app would improve their capability to independently visit or play in nature. Also, children generally responded neutrally to the app’s ability to motivate them to interact with nature.
Results from the co-design workshop analyzed with the behavior change models revealed that children’s digital tools were designed with a focus on physical capability (ability to independently move or play in nature) and automatic motivation (desire to interact with nature). Prototypes developed by children all included following a route or path similar to the app they tested. However, routes developed by children included additional features, for example “QR codes along the route, questions regarding environmental protection, and point-based reward mechanisms.” A range of other design elements were identified by children. Elements that were commonly incorporated into their digital tool designs included: location-based accessibility features to locate nearby play and natural areas; appealing and user-friendly interfaces that support peer interaction; engaging tasks to encourage independent movement in nature; gamification elements that offer rewards and allow for competition with friends or family members; narrative and generative components such as stories and images; sensory components such as taking photos or identifying sounds in nature; fantastical and magical elements; and educational features that enable learning about nature.
The study revealed children’s perspectives on how the specific functions of nature-related digital tools offer potential for enhancing children’s interaction with nature. Key functions preferred by children—such as increased understanding of nature, social interactions, and accessibility to natural spaces—provide an indication of how technology can be used to motivate youth to spend more time in nature. Further research should continue to explore children’s perspectives of digital tool design considerations and aim to develop digital tools that appeal to children across a range of age groups and settings.
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