Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Author ORCID Identifier
Jayson Seaman - https://orcid.org/0000-0001-6555-6171
Abstract
Background: Rural youth face barriers to involvement in effective Science, Technology, Engineering, and Math (STEM) learning experiences, leading to persistent underrepresentation in STEM fields. Purpose: This study examined the feasibility of using mobile devices to engage rural youth in informal STEM learning (ISL) during free-choice, outdoor recreational activities. We assessed outcomes of a 10-month intervention related to STEM interest, identity, and future planning. Method: Fifty-four youth ages 12 to 17 completed monthly STEM challenges delivered via a mobile platform, aligned with connected learning and free-choice learning principles. Surveys measured pre/post changes in STEM supports, STEM confidence, and environmental concern; qualitative reflections explored meaning-making and identity shifts. Findings: Youth across sociodemographic groups reported quantitative gains in STEM supports, confidence, and environmental concern. Qualitative responses to reflection prompts indicated greater recognition of STEM in outdoor contexts and increased interest in STEM-related futures. Implications: ISL designs using mobile technology and grounded in inquiry, autonomy, and local relevance can foster meaningful STEM identity development in rural communities.
Department
New Hampshire Youth Retention Initiative; Education; Recreation Management and Policy
Publication Date
3-17-2026
Journal Title
Journal of Experiential Education
Publisher
Sage
Digital Object Identifier (DOI)
Document Type
Article
Recommended Citation
Seaman, J., Bastoni, A., Coppens, A. D., Hartman, C. L., LaChaine, C., Moscouver, K., & Gronneberg, J. (2026). Using Mobile Devices to Support Outdoor STEM Learning in Rural Contexts: An Embedded Mixed-Methods Study. Journal of Experiential Education, 0(0).
Rights
© The Authors 2026.
Comments
This is a Author's Accepted Manuscript of an article published by Sage in Journal of Experiential Education in 2026, the Version of Record is available online: https://doi.org/10.1177/10538259261429382