Cultural probes for environmental education: Designing learning materials to engage children and teenagers with local biodiversity

computer interaction design. The project’s overarching objective is to develop, design, and evaluate mediated modes of learning in natural environments, involving children and teenag- ers in the Azores. The FG project seeks to provide learning opportunities whilst offering local audiences interactive learning experiences in nature-rich environments through the design of a mobile app created specifically for the project [18]. Rather than opting for “off-the-shelf” content, or generating content a priori for a local audience, we designed this study to better understand if and how biodiversity interests local children and teenagers. In the process, we tested the cultural probe technique, commonly used in qualitative research, and which remains underexplored within the EE literature. The cultural probe technique Design researchers Gaver, Dunne and Pacenti [19] first introduced CP as a qualitative data- gathering technique used to generate inspirational responses in the context of project briefs that aim to design new artifacts. As a research technique, CP "rely on participants’ self-docu- mentation" [20], i.e., information that is, upon consent, later shared with a research team for making sense of the data. For example, in one study [21], researchers used CP to explore "how people live at home" and to ultimately help design researchers "shake the preconceptions" they might hold about the topic. Toward this aim, the same study presented participants with "a dis- posable camera repackaged with requests for specific pictures" of the home, along with a

“friends and family map” to encourage participants to “diagram family relationships”. The study also presented a “Dream Recorder” to facilitate the recording of dreams upon awaken- ing. Data retrieved from CP packages, such as the one described above, often originate subjec- tive interpretation of activities reflecting personal responses arising from participants’ involvement in research. As detailed above, the CP technique often entails creating packages that present participants with a series of evocative tasks. Packages typically contain maps, postcards, disposable cameras, diaries, and other familiar objects selected for exploring a given context. Thoring et al. [22] present commonly used probe items devised for a CP package, such as a blank notebook for participants to record “observations and ideas”. Maps are also widely used to “structure a given space” where probe activity might occur. The authors also mention “frameworks”, items that help “structure” probe related activities but that are meant for participants to “fill with their ideas or observations” such as “mind maps”, “concept maps”, or “postcards”, to name a few possible examples. Items that capture visual evidence, e.g., through video or photo docu- mentation, are also relevant, along with physical materials that participants can use to develop ideas, depending on the nature of the project. While clear instructions accompany most probe items, researchers might find it helpful to add “random probes” through which participants can “decide (for) themselves what to docu-

ment and when”. Akin to quantitative research methods and despite the qualitative nature of the CP technique, the authors also advocate the use of questionnaires and surveys as comple- ments. Finally, “supporting material” in the form of pens and paper is also valuable. At the same time, the inclusion of a “gift” can help make a cultural probe package more compelling and help further encourage participation. The authors [22] further present probe items according to their function and advise those wishing to use the technique to consider creating or selecting items according to six categories. These include: (1) document observations and activities; (2) envision ideas, wishes, emotions, visions; (3) inspire participation in cultural probe related activity or provide inspiration for the completion of an activity; (4) motivate participation; (5) instruct or explain how probes could or should be used; and (6) items which support a practical function, such as a pen and paper. PLOS ONE Cultural probes for environmental education PLOS ONE | https://doi.org/10.1371/journal.pone.0262853 February 10, 2022 3 / 30