A crucial challenge in developing environmental literacy for sustainability is systems thinking. Grasping the effects of humanity’s disruption of the carbon cycle is necessary for making informed climate decisions. Systems thinking could potentially be supported through interactive visual learning environments. We investigate pupils’ use and assessment of “Tracing Carbon”, an interactive learning environment designed to support grade 7–9 pupils’ systems thinking skills in the context of the carbon cycle. The study aims to fill a gap in exploring relationships between task design and behaviors with such platforms by examining pupils’ task performance and their evaluations of the learning experience. Data were collected from 97 pupils across three classes in grade 8 and 9 that engaged with Tracing Carbon as part of science lessons. Pupils’ performance was analyzed through log files of interactive tasks and additional data gathered from assessment of quiz items. Pupils’ performance across tasks showed higher error rates in more complex tasks such as drawing arrows to represent carbon cycle processes, and more mistakes in tasks with complex connections. Some errors could stem from misunderstandings such as believing trees receive all their nutrition from soil, instead of carbon dioxide in the air. The logs reveal the presence of patterns in pupils’ arrow-drawing actions, possibly indicating different problem-solving strategies. Pupils generally evaluated their learning experience as more instructive than fun or interesting, with female participants finding it significantly less interesting than males. Findings may inform the design of interactive science learning environments and the analysis of pupils’ development of systems thinking using such tools.

Developing environmental literacy for sustainability requires systems thinking, a challenging task that can be enhanced through interactive visual learning environments. This study investigates how adaptivity influences pupils’ performance and perception of a learning tool called Tracing Carbon, aimed at improving systems thinking skills related to the carbon cycle for grades 7-9. Data were gathered from 69 pupils across four classes as they used Tracing Carbon in their science lessons. The pupils were assigned to experimental (adaptive task and quiz difficulties) and control (random task and quiz difficulties) conditions. Performance and perceptions were evaluated through quiz logs and questionnaires. The study’s initial findings indicate that adaptivity can positively impact pupils’ performance in classroom settings. For the adaptive condition, performance correlated with higher cognitive engagement and learning satisfaction. In contrast, the random (control) condition showed a negative correlation between learning satisfaction and cognitive load, indicating a preference for less demanding tasks in the random condition. Despite potential study limitations, such as a relatively small sample size, preliminary analyses indicate that the adaptive condition improved quiz performance and reduced cognitive load compared to the random condition. Future analyses will be conducted to examine links between adaptivity and the number and type of errors in both tasks and quizzes, and pupils’ learning outcomes.

Despite the importance of emotions in science education, research on affect remains sparse. A promising direction is to explore the role of immersive visualisation in evoking affective responses. We investigate whether touch-based zooming interaction with a tabletop visualisation of the tree of life evokes various affective responses, particularly, the epistemic affective responses of awe, curiosity, surprise, and confusion. Ten students participated in semi-structured interviews while interacting with the visualisation. Verbal utterances and interactions with the visual interface were videorecorded. Students verbal and non-verbal affective responses in relation to five evolutionary themes were analysed. Results revealed that students expressed all four affective responses while engaging the zooming feature, with awe and surprise most frequently uttered. Most affective responses were associated with the themes of biological relationships and evolutionary time. Awe was highly associated with evolutionary time, surprise with biological relationships, and confusion with both these conceptual themes. For eight participants, awe was the initial affective response generated after exposure to the dynamic tree of life. The study demonstrates that interacting with an immersive visualisation through zooming can induce affective responses in relation to multiple conceptual themes in evolution. The findings provide insight into multidirectional interconnections between affect, dynamic visualisation, and biology concepts.

Facing environmental challenges like climate change and environmental degradation has increased theimportance of acquiring systems thinking skills. Systems thinking skills can empower students andcitizens to understand the interconnectedness of the earth’s subsystems and make informed decisions. Developing these skills is a challenge that could potentially be scaffolded bywell-designed interactive learning environments. Nevertheless, despite researchon interactive learning environments in science education, little has been reportedon the empirical process of designing such environments and integrating them into teaching practice.This research program fuses science education research with design practice and plans a multi-stagecase study in formal learning contexts. It focuses on an adaptive interactive learning environment fordeveloping grade 7-9 pupils’ systems thinking skills in the carbon cycle context and is associated withthree stages. Stage 1 is an explorative iterative design process that integrates multiple perspectives,including theoretical drivers, a design team, science teachers, and pupils. The process resulted in TracingCarbon, an adaptive interactive visual learning environment with multiple learning tasks and quizzes inthree modules. Stage 2 is currently investigating the influence of Tracing Carbon on the development ofpupils’ systems thinking skills in classrooms as a pre-/post-test design. Stage 3 is an ongoing process thataims to integrate the learning environment into classroom science teaching practice by employing aDesign-Based Research method. By involving two science teachers fromdifferent schools, stage 3 focuses on teacher-researcher co-creation of carbon cycle lesson plans. Thisstage aims to explore the influence of integrating the Tracing Carbon lesson plans on pupils’ learningprocesses and emergent teaching approaches. The first stage of the case study has been completed, andthe subsequent stages are in progress. Future work includes exploring the applicability of findings fromformal learning contexts in informal learning contexts such as digital science centers.

For over half a century, science centers have been key in communicating science, aiming to increase interest and curiosity in STEM, and promote lifelong learning. Modern science centers integrate interactive technologies like large-scale dome displays, touch tables, VR, and AR to foster immersive learning. Visitors can explore complex phenomena, such as conducting a virtual autopsy using digital replicas. Also, the shift towards digitally interactive exhibits has expanded science centers beyond physical locations to virtual spaces, extending their reach into classrooms. 

Our investigation of what defines a successful visit to a digital science center revealed several key factors for impactful school visits involving interactive data visualization. Immersive encounters, such as full-dome movies, provide unique perspectives about vast and microscopic phenomena. Hands-on discovery allows pupils to manipulate and investigate data, leading to deeper engagement. Collaborative interaction fosters active learning through group participation. Additionally, clear didactic connections to the curriculum ensure that visits are pedagogically meaningful. 

We propose a three-stage model for designing school visits. The “Experience” stage involves immersive visual experiences to spark interest. The “Engagement” stage builds on this by providing hands-on interaction with data visualization exhibits. The “Applicate” stage offers opportunities to apply and create using data visualization, advancing active participation in science. A future goal of applying the model is to broaden STEM reach, enabling pupils to benefit from data visualization experiences even if they cannot visit physical centers. This approach will incorporate digital tools seamlessly into classroom practice, making science education more accessible and engaging for all students.

One of the most important educational challenges in developing environmental literacy for sustainability is understanding systems thinking. For example, grasping the effects of humanity’s disruption of the natural carbon cycle is crucial for making informed choices about climate change. Although development of systems thinking skills is challenging, they could be promoted through interactive visual learning environments. In the present study, we explore pupils’ use and assessment of a newly developed interactive learning environment, termed “Tracing Carbon”, designed to support grade 7-9 pupils’ systems thinking skills in the context of the carbon cycle. Data were collected from two classes (n=63) that engaged with Tracing Carbon as part of their science class. Performance was assessed by analysing log files of interactive tasks. Further information was gathered from the number of errors and perceived difficulty in pupils’ responses to quizzes in the system. The results indicate that the errors made when performing tasks can be related to misunderstandings such as believing that trees obtain their nutrition from the soil rather than from carbon dioxide in the air. Moreover, the quiz items that were designated “easy” were associated with fewer mistakes and a lower perceived difficulty rating than quiz items designated as “hard”. Future qualitative analysis could reveal links between the hierarchy levels, the number and type of errors in both tasks and quizzes, and aspects of the communicated carbon cycle content.

School visits to science centers can provide valuable opportunities for pupils to engage with science content and practices different from the traditional classroom and raise pupils' interest in science and science careers. Teachers play a key role in the success of a visit by linking to classroom practice. Unfortunately, visits tend to be viewed as an isolated experience by teachers and pupils, wherein pre- and post-visit activities that actively integrate the visit into classroom practice are often lacking. While many science centers offer suggestions for such pre- and post-visit activities, teachers do not typically take advantage of them. Thus, it is imperative to explore teachers’ views on successful visits and barriers that may influence the experience for pupils. As part of a larger research project on success factors for school visits to science centers, we examined teachers views on success factors, motivations and barriers to visiting a digital science center in Sweden. Based on interviews and the accompanying literature, a questionnaire was developed and distributed to teachers in local compulsory schools. Responses from 50 teachers revealed that the most important success factors were a well-prepared program, that the content is conveyed visually, that the visit induces pupils’ curiosity, and that the activities are linked to the curriculum. Teachers most common motives for visiting were that it offers a unique experience from the classroom, that the visit is free and that the program considers pupils’ needs. The majority of the teachers conducted no or limited pre- and post-visit activities, although the science center offers lesson plans linked to the visit. Main obstacles to visits included public transport costs for suburban and rural area schools. Our results suggest that the design of a visit should also consider and support the practical constraints for teachers and schools. 

Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.