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Discovery Quest 2.0 Reinvented: A Canadian Approach to Enhancing Mobile-Driven Experiential Education with Presentria GO

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Title: Discovery Quest 2.0 Reinvented: A Canadian Approach to Enhancing Mobile-Driven Experiential Education with Presentria GO
Language: English
Authors: Ken Kwong-Kay Wong (ORCID 0000-0003-3516-0293)
Source: International Technology and Education Journal. 2025 9(2):35-49.
Availability: International Technology and Education Journal. Available from: Sayim Aktay, Mugla Sitki Kocman University, Educational Faculty, Mentese, Mugla 48000, Turkey. Tel: +90 252 211 22 25; e-mail: itejjournal@gmail.com; Web site: http://itejournal.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, College Faculty, College Students, Teacher Attitudes, Student Attitudes, Educational Technology, Computer Uses in Education, Handheld Devices, Electronic Learning, Barriers, Burnout, Place Based Education, Experiential Learning, Gamification, Geographic Location
Geographic Terms: Canada
ISSN: 2602-2885
Abstract: Growing concerns about digital fatigue, declining engagement, and the limitations of traditional online and classroom-based instruction have renewed interest in experiential and location-based learning. This study examines the feasibility and perceived value of mobile-driven, location-based experiential learning using Presentria GO, a Canadian educational technology platform. An exploratory mixed-methods design was employed, combining survey responses from 74 educators, interviews with 11 award-winning professors, a focus group with five college instructors, and interviews with three students who had used the platform in applied coursework. Findings indicate widespread perceptions of online-learning fatigue, strong interest in instructional approaches that extend beyond classroom and home-based environments, and cautious openness to integrating mobile, location-based tools for academic purposes. Educators identified several suitable disciplinary contexts, along with practical challenges related to safety, accessibility, and implementation. Student feedback suggested that mobile, location-based tasks can support engagement and real-world application of course concepts. The study introduces the concept of Mobile-Driven Location-Based Experiential Learning and outlines implications for instructional design, accessibility, and future integration of emerging technologies such as artificial intelligence and augmented reality.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495129
Database: ERIC
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  Data: Discovery Quest 2.0 Reinvented: A Canadian Approach to Enhancing Mobile-Driven Experiential Education with Presentria GO
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  Data: <searchLink fieldCode="AR" term="%22Ken+Kwong-Kay+Wong%22">Ken Kwong-Kay Wong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3516-0293">0000-0003-3516-0293</externalLink>)
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  Data: International Technology and Education Journal. Available from: Sayim Aktay, Mugla Sitki Kocman University, Educational Faculty, Mentese, Mugla 48000, Turkey. Tel: +90 252 211 22 25; e-mail: itejjournal@gmail.com; Web site: http://itejournal.com/
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  Data: Growing concerns about digital fatigue, declining engagement, and the limitations of traditional online and classroom-based instruction have renewed interest in experiential and location-based learning. This study examines the feasibility and perceived value of mobile-driven, location-based experiential learning using Presentria GO, a Canadian educational technology platform. An exploratory mixed-methods design was employed, combining survey responses from 74 educators, interviews with 11 award-winning professors, a focus group with five college instructors, and interviews with three students who had used the platform in applied coursework. Findings indicate widespread perceptions of online-learning fatigue, strong interest in instructional approaches that extend beyond classroom and home-based environments, and cautious openness to integrating mobile, location-based tools for academic purposes. Educators identified several suitable disciplinary contexts, along with practical challenges related to safety, accessibility, and implementation. Student feedback suggested that mobile, location-based tasks can support engagement and real-world application of course concepts. The study introduces the concept of Mobile-Driven Location-Based Experiential Learning and outlines implications for instructional design, accessibility, and future integration of emerging technologies such as artificial intelligence and augmented reality.
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