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Mobile learning (M-learning) has been in high regard for motivating today’s children to learn in schools. The present initiative, which harnesses M-learning in environmental education, aims to promote elementary pupils’ learning motivation through engaging them in conducting mobile inquiry-oriented ambience-aware fieldwork (MIAF) in outdoor landscapes. Besides presenting the rationale and pedagogic design of the initiative, this paper reports and discusses the findings of a quasi-experiment which examined the motivational effectiveness of MIAF in comparison with the conventional inquiry-oriented fieldtrip-based learning approach’s. The experiment was grounded upon the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction), involving a total of 145 elementary pupils. Results showed that, compared to the conventional approach, MIAF had significantly positive effects on the experimental group (versus the control group) upon the constructs of “A”, “C”, and “S”, but not “R”. This study offers researchers and practitioners in the domains of environmental education and M-learning new insights into adopting mobile devices in outdoor contexts, in particular, shedding light on designing and implementing inquiry-oriented fieldtrip-based learning in the natural environment.

Promoting Elementary Pupils’ Learning Motivation in Environmental Education with Mobile Inquiry-Oriented Ambience-Aware Fieldwork