RouteQuizer

A Geocaching System for Educational Purposes

Vyron Ignatios Michalakis, Michail Vaitis and Aikaterini Klonari

Department of Geography, University of the Aegean, University Hill, 81100, Mytilene, Lesvos, Greece

Keywords: Geography Education, Geoinformatics, Geocaching Game, Mobile Learning, Android Smartphone.

Abstract: This article presents a geocaching educational system called RouteQuizer that consists of an Android

application, a web application and an online database. It motivates students to visit various geographic points

of interest and answer site-related questions of multiple choice type. The android application used by the

students, takes advantage of the navigation (GPS) and internet connectivity features of their smartphones. The

web application is used by tutors, to create dynamic location-based educational games for their students. The

database stores data such as site information and coordinates, questions and answers regarding the area of

interest, as well as students’ performance results. There are no geographical restrictions and no limits

regarding the number of destinations, thus making the application usable from everyone everywhere.

1 INTRODUCTION

Along with the constant development of technology,

smartphones came into our lives in the late 2000s. As

smartphones were sprawling the market, they started

replacing the old cell phones as we knew them a

decade ago.

The features of smartphones are such that,

excluding their predecessors, they replaced devices

that previously were necessary, such as alarm clocks,

cameras, radios, GPS devices, flashlights, compasses

etc. Considering they cost much less than a laptop or

a personal computer, their high portability, internet

connectivity and computational power, they are now

used for medical, military, tourist and education

purposes.

One of the main priorities set by the European

Union, in the “Education and Training 2020”

strategic framework, is “Open and innovative

education and training, including by fully embracing

the digital era”. Also, the European Union funds a lot

of mobile learning programs, such as MOTILL,

MLearn and Edumotion, in an attempt to promote the

use of smartphones in education (European Union,

2015).

Modern technology, offers more than just being

attractive to students; it also enables tutors to

implement innovative activities that could benefit the

educational process, such as geocaching.

Until now, geocaching required either maps and

photographs, or GPS devices, or even a combination

of all of them, practices that are thoroughly analyzed

and compared in (Ellbrunner, H., et al., 2014), (Jones,

T., 2012), (Hamm, B., 2010), (Vitale, J.L., et al.,

2012), (Robison, D., 2011), (Christie, A., 2007),

(Lisenbee, P., et al., 2015) and (Palmárová, V. and

Lovászová, G., 2012).

The GPS and compass features that all

smartphones now provide, increased significantly the

number of people involved with geocaching.

Smartphone applications, such as “Geocaching®” by

“Groundspeak Inc.”, mentioned in (Ihamäki, P.J.,

2012), and also “c:geo” by “c:geo team”, are

commonly used by millions of users. The fact that

geocaching is also widely used by tutors and students

for educational purposes, and that all applications

mentioned above (and other similar), do not provide

the ability to dynamically create new educational

activities, have highlighted the need for a specially

developed smartphone application, that utilizes the

new technological achievements in favor of

education.

Such an application, is presented in (Kohen-Vacs,

D., et al., 2012). Although we were not aware of the

existence of such an application, we followed a

similar direction and we created the RouteQuizer

system. RouteQuizer system consists of a database,

an Android application and a web application.

Although it shares some similarities with the

prementioned above, it differs mainly because of its

Michalakis, V., Vaitis, M. and Klonari, A.

RouteQuizer - A Geocaching System for Educational Purposes.

DOI: 10.5220/0006321203670374

In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) - Volume 2, pages 367-374

ISBN: 978-989-758-240-0

367

ability to inform teachers about their students’

performance and to implement multiple choice

questions on site. Also, RouteQuizer features a

simple, yet attractive, user interface in order to get

students of all educational levels, as well as students

that have no previous smartphone experience,

involved. It motivates them, to visit monuments,

buildings, and any other point of interest as part of an

educational trip or activity, learn while playing a “lost

treasure” game, or tour the sights of a city, using their

smartphones as a teaching medium. It also provides

the tutors a web application, to create specialized

activities, that integrate geocaching and education.

1.1 Aims and Objectives

RouteQuizer was developed in order to satisfy the

following requirements:

 Simple user interface, so that it can be used by

students of several educational levels;

 Provide global geographic coverage;

 Enable the teacher to significantly customize any

specific activity;

 Provide information on the performance of each

student;

 Be an attractive experience for students, spurring

their interest;

 Be supported by all android operating system

versions and smartphone models;

 Provide an as safer as possible experience to the

students, by making sure they will not get lost;

 Manage to incorporate all the positive aspects that

the integration of mobile phones and education

can provide, whilst excluding any possible

negative consequences.

1.2 Implementation

RouteQuizer application is developed for the Google

Android operating system that is used in more than

80% of smartphones worldwide. Along with the

application, an online MySQL database was also

created, in which all the data are stored. The

programming languages that were used are java for

the application and PHP for the data exchange

between the application and the database.

In order to support the android application, a web

application was also developed, using html5

language. The website’s purpose is to enable tutors to

create or manage activities, to store all activity data

needed by the android application, and to inform

tutors with the results of the activities that were

already completed.

2 MOBILE LEARNING &

GEOCAHING

2.1 Mobile Learning

In 2011, UNESCO offered the following definition of

mobile learning; “Mobile learning is learning that

occurs in or outside of a classroom or formal

education setting, is not fixed to a particular time or

place, and is supported by the use of a mobile device.

Mobile devices range from standard mobile phones to

tablet devices and include personal digital assistants,

MP3 players, flash drives, electronic-book readers

and smartphones“ (UNESCO, 2011).

2.1.1 UNESCO Mobile Learning Policy

Guidelines

UNESCO encourages nations to adopt mobile

learning policies by following its guidelines

(UNESCO, 2013): Create or update policies related

to mobile learning; train teachers to advance learning

through mobile technologies; provide support and

training to teachers through mobile technologies;

create and optimize educational content for use on

mobile devices; ensure gender equality for mobile

students; expand and improve connectivity options

while ensuring equity; develop strategies to provide

equal access for all; promote the safe, responsible and

healthy use of mobile technologies; use mobile

technology to improve communication and education

management; raise awareness of mobile learning

through advocacy, leadership and dialogue.

2.1.2 Mobile Learning Benefits

Responding to UNESCO’s guidelines, the European

Commission, in its growth strategy “EUROPE 2020”,

in 2015, emphasized on the benefits of mobile

learning (UNESCO had also analyzed the benefits of

mobile learning since 2013), stating that ICT

(Information and Communication Technologies) is

found in many studies to motivate learners; there is

substantial evidence that ICT, if it is introduced and

used in the right way, can improve learner outcomes;

while using ICT in education, the learner also

acquires digital skills which are pivotal for living and

working in today’s society; by using different kind of

social media, in particular social networking sites,

learning can become a more participatory, life-long

process; according to available statistics, the

proportion of adults not already using internet and

social networking sites, seems to be fairly limited and

diminishing; the development of smart phones and

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computer tablets create new pedagogical challenges

and offer increased opportunities for learning at any

location.

The smartphone, being a relatively new device,

offers a boost to mobile learning, mainly because of

its high portability, low cost; especially when

compared to laptops, energy efficiency, connectivity,

personal feel, pleasant to use touch screen and

capability to access information immediately via the

internet.

2.1.3 Pedagogical Implications of Mobile

Learning

Mobile learning could be adapted to various types of

learning, such as (Jacob, S.M. and Issac. B., 2008):

Behaviourism; mobile devices can facilitate feedback

and reinforcement, when tutors and students are using

the devices in tandem. Constructivism; the rich

media, simulations and immersive environments it

demands, can be provided through mobile devices.

Informal or situated learning; mobile devices’

portability allow the use of education in all relevant

to the study of field environments. Collaborative

learning; the advanced connectivity of mobile

devices, students and tutors can create and share

resources instantly.

2.2 Geocaching Benefits

Geocaching is a modern version of the “Treasure

Hunt” game. Participants use GPS devices, and

nowadays smart phones, to hide or find geocaches

around the world. A geocache is usually a box

containing a pencil, a calendar, which is signed by

everyone that visits the geocache, and sometimes

various small collectibles.

Geocaching, has received wide popularity and

offers a wide variety of benefits. The benefits of

participating in such an activity, although they vary

depending on how one exerts such an activity are

huge. Clearly the benefits associated with the natural

state of the participant are obvious, but also the

benefits related to sociability of the participant are

many.

According to (Taylor, J.K., et al., 2010) the

benefits that geocaching provides, can be

distinguished in three main categories, physical,

social and educational benefits.

2.2.1 Physical Benefits

One of the main benefits of geocaching, is that it

requires physical activity from its participants, while

the level of fitness requirements varies, depending on

the person and geocaches selected. Also, the search

for geocaches largely develops their sense of

orientation, an important part of the process of cache-

hunting.

Regardless of the location, the distance and the

required level of fitness, the element of adventure

which is closely linked to the process of exploration,

gives a fairly high level of interest which also has its

own benefits. Besides the above, the benefits of the

process are also psychological, notably the challenge

and the subsequent feeling of success when a

geocache is found.

2.2.2 Social Benefits

The discovery of a geocache gives many people the

pleasant feeling of achieving a goal. Especially

children, build in this way, their self-esteem,

especially those who are not very successful in sports

and similar activities. Geocaching offers thereby the

opportunity to anyone to feel successful, considering

that the fitness level required is not as high as a sport.

Moreover, geocaching offers the sense of

togetherness, as a target of a group with a common

purpose. A geocaching activity, is also ideal for

socializing with other participants, making the

process of searching more interesting.

When used by a group of children or adults, it is a

powerful tool for developing the cohesion and the

collaboration of a group, along with the

encouragement of communication.

These social skills are paramount for one person,

let alone a child. That is why involving geocaching,

in the educational progress of young people, can only

benefit the students, in a pleasant way for them.

2.2.3 Educational Benefits

Many popular geokryptes are historical or geographic

significant places. During their search, participants

can acquire a lot of information on this point. This

information can be related to the geography of the

area, by discovering a side street or a path that had not

been investigated in the past, or in an urban

environment, a plaque or monument. The participants

are also informed about the history and significance

of each of the places visited, considering that the

curiosity about an area that someone visits, is a

natural human tendency.

3 RouteQuizer SYSTEM

A RouteQuizer activity, operates in three stages, of

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369

Figure 1: How RouteQuizer works.

which the first and last concern the tutor. The first one

is the creation or management of an educational

activity that takes place in the system’s website. The

second is the use of the application by the students on

the field, and the third is overseeing their

performance, which also requires the use of the

website.

The whole system is divided in three main parts;

the website, which is built for tutors, the android

application that is supposed to be used by groups of

students and the online database, in which all the data

are stored.

The structure of the database is depicted at the

UML class diagram in figure 2. The

activity class

represents the activities that may be designed by

tutors; each activity is associated with only one

tutor. The

point class represents the points of

interest that constitute “destinations” of an activity.

The

point-order attribute determines the order that

each point should be visited, while the

information

attribute holds descriptive information for the point in

Figure 2: RouteQuizer database UML diagram.

order to navigate students to it. The

question, the

four

answers and the right answer attributes

represent the challenge that should be followed

through by students, in order to get information for

the next “point” to visit. The distance attribute

defines the maximum distance that the students

should approach the point, in order to be able to

answer the question. Each time an activity is carried

out by a group of students, an object of the

acting

association class is created and linked with the

respective

results (date, time, and

answer/result for each question, along with

information if the help button is used in the

application). The rest of the classes’ attributes are

easy to understand (

name, email, username,

password, longitude, latitude

3.1 Creating an Activity

The first thing a teacher needs to do, in order to create

an activity, is to collect the coordinates of the points

to be included. This can be done using either Google

Earth or a portable GPS device on site.

To create a new activity, the tutor also needs to

provide all the data that will later be used by the

application, using the application’s website. First, the

creator of the activity (the tutor), has to register and

then log in the website’s activity managing system.

After logging in, every tutor can view, add or

edit/delete activities and their associated points. All

data are provided by the tutor with the use of forms.

The fields that have to be filled are the following:

“Code”; the tutor defines the ''Activity Name''. This

should remain the same in all points related to the

particular activity. “Point Order”; the tutor enters the

order in which that point will appear. In each new

activity that a tutor creates, the first point has to have

the point order value of 1, the second a value of 2 and

so on. In this way the teacher is able to largely control

the route that the students will follow, during the use

of the activity. “Latitude”; in this field, he enters the

first part of the coordinates. “Longitude”; in this field,

he enters the second part of the coordinates.

“Information”; information about the point to be

visited and hints as to where the point is located.

“Question”; the question to be displayed to the

students, as soon as they arrive at the point. “Answer

1”; the first possible answer. “Answer 2”; the second

possible answer. “Answer 3”; the third possible

answer. “Answer 4”; the fourth possible answer.

“Right Answer”; the tutor provides the right answer.

It is suggested that this area is filled using “copy –

paste” of the right “Answer” field, to prevent possible

errors while typing. “Distance”; this field is filled by

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a number to 999, corresponding to the maximum

distance in meters, in which the user must approach,

for the question to be displayed.

After all the information concerning a point is

inserted, the tutor repeats the process for each point

he wants to insert. In this stage, the new activity is

ready to be used by the students. In order to register a

different activity, he defines a different activity name.

3.2 RouteQuizer Android Application

Before launching the application, the user (student

group) has to make sure that mobile data usage and

GPS function are enabled.

The first screen that appears, is an introductory

image that lasts for 3 seconds, and afterwards the user

is asked to register or login in case he has already

been registered. Right after logging in, the application

welcomes the user, and asks an activity’s name. By

typing the activity name that the tutor has provided,

and selecting “OK”, the application loads all data

concerning the first destination point, by requesting

the online database.

3.2.1 Main Screen

The main screen of the game, is a map that can be

zoomed in and out, rotated and centred. The map,

displays a blue dot that indicates the current position

of the user.

In order to make RouteQuizer more appealing and

fun to the students, the position of each destination is

not acknowledged. They can get hints, as to where it

is located, through the information provided by the

tutor. The main tool the users have, is a distance

meter. To prevent the users from getting lost, there is

also a help button.

More specifically, the main screen of the

application consists of four buttons and a distance

meter (Figure 3.); the “Center screen button” centers

the screen in the user’s position. By selecting the

“Map type selection button” the user can choose

between four different map types, a road map, a

satellite map, terrain map and a hybrid map. The

“Help button” indicates the destination’s position, by

adding a red marker and the shortest route on the map

(Figure 3.). That way, it prevents the user from

getting lost, but at the same time, the tutor is

informed, whether the help button has been used or

not. The “Information button”, creates a window that

contains all the information provided by the tutor,

helping the user to find the destination point and to

get informed about it. In case the text is long, the

window contains a scroll bar. The “Distance meter”

Figure 3: RouteQuizer application main screen.

represents the distance between the user and the

destination. That way, the user knows whether he is

heading to the right direction or not.

Using the above user interface, and taking

advantage of the distance meter and the available

information, the students have to reach one point at

the time, within a certain distance. That, and also the

fact that (unlike all other geocaching applications)

only one point is loaded at a time, are a powerful tool

in the hands of tutors, because it makes it easy for

them to plan a trip exactly as they want to, and to be

sure that the students did really visit the points.

Upon arrival at their destination, the smartphone

automatically vibrates to notify them that they got

there, and a window containing a question and four

possible answers appears. Along with the multiple

choice question, a new button is also added to the

screen (while the help, information buttons and

distance meter disappear) (Figure 4.). The students

select their answer and press the “Check button” to

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371

Figure 4: Multiple choice question.

submit their answer. At that point a message informs

them if they were right or wrong, in case they were

wrong it informs them about the right answer, and

also at the same time, their result, the time and date

they answered, as well as whether they used help or

not, are submitted in the according table of the online

database, enabling the tutor to overview students’

performance.

All these procedures, last a few seconds, and

afterwards, the second point data loads. The students

keep visiting their destinations and answering

questions, until they answer the final point’s question.

The application perceives that there are no more

points to load, and a game over screen appears,

congratulating the students, for discovering all points.

A very significant characteristic of the application

is the lack of menus as each screen contains only the

most important elements, without confusing the user.

That simplicity, translates into a fluent and easy user

experience, enabling people that have no previous

smartphone experience, to use the application.

3.3 Viewing the Results of an Activity

As mentioned before, the tutor can overview their

students’ performance. In particular, after logging in

the application’s website, and selecting the “view

results of an activity” button, they are asked to submit

an activity’s name. As a result, a table containing the

following columns appears: “User”; contains the

student’s username. “Activity name”; “Point”; 1 in

case it was the first visited point, 2 if it was the second

etc. “Result”; contains either “Correct” or “Wrong”.

“Help”; contains either “Used Help” or “Did not use

help”, that indicate whether the user used the help

button or not. “Date and Time”; the date and time

when the user answered the particular question.

4 CASE STUDY:

“HISTORICALFIGURES”

ACTIVITY

“HISTORICALFIGURES” activity was created by a

University of the Aegean professor, who had no

previous familiarity with the RouteQuizer website.

Fifteen of his undergraduate students, volunteered to

Figure 5: “HISTORICALFEAGURES” activity data, RouteQuizer website.

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372

participate in the activity. They were separated in

three groups of five, and asked to complete the

activity.

It includes five points, all of which are busts or

statues of famous historical figures of Lesvos Island

and Greece. The aim was to further acknowledge the

history of their country and Mytilene city.

The activity was created using the RouteQuizer

website (Figure 5), its name was handed over to the

students, and they were asked to start the activity at a

certain time, from different point in the city.

4.1 Result Evaluation

As a result of the “HISTORICALFIGURES” activity,

the three groups managed to visit all the points they

were asked to.

It took team 1, 43 minutes to complete the

activity, team 2, 36 minutes and team 3, 42 minutes.

Team 3 answered four out of five questions correctly,

while teams 1 and 2 answered three questions

correctly each. The first team used help once, the

second twice and the third three times.

After completing the activity, all participants were

asked to fill an evaluation sheet, the conclusions of

which are shown in table 1.

Table 1: Evaluation sheet results.

Subject Evaluation

Smartphone

familiarity

All except one of the participants

were experienced smartphone users,

although 5 of them did not use an

android smartphone.

geocaching

experience

2 of the students had previously

participated in a geocaching game.

RouteQuizer

operation

No students faced any problems

registering, logging in and loading the

activity.

RouteQuizer

user interface

13 of the students found the

application’s user interface appealing.

Point

searching

difficulties

Half of the students found it easy to

locate the points, while the other half

found it challenging.

Knowledge

acquisition

All students claimed that they learned

something new while playing.

Overall

experience

12 of the students would use the

application again.

All three groups of students, reported that they

followed, almost the same route, in order to visit all

destinations. The way the application works,

presenting one point at a time, and providing the

distance parameter choice, enables tutors to largely

predetermine the route their students are going to

follow.

5 CONCLUSIONS

Although the developing process of RouteQuizer has

been very challenging, due to the many objectives we

had to achieve and the constant modification of the

android platform, it accomplished everything we

aimed for.

The system complies with the standards set by

UNESCO and EU, and offers all mobile learning as

well as all geocaching benefits described by (Taylor,

J.K., et al., 2010).

It is easy to use, and does not confuse the users

with complex menus and irrelevant settings. That

way, even students with no smartphone experience,

can easily complete an activity, not worrying about

how to operate the application.

It offers tutors, many customization capabilities,

mainly through the use of the required distance, but

also by the absence of geographical constraints.

Provides information on student’s performance,

not only on whether they answered correctly, but also

if they used help to reach their destination and the

exact date and time they responded to each question.

It is an attractive user experience. The way in

which the application presents the destinations,

providing information and the distance to be

travelled, adds a degree of difficulty that makes the

destination search fun for the students. Also, the

existence of “help” choice, ensures that the search

will be safe, preventing the students from getting lost.

The application is supported by all android

operating system versions that are in use today but

also in the future (Android 2.1 and Android 6.0.1).

According to Google’s data, versions 2.1 till 6.0.1

cover all currently used android smartphones.

It is perfectly executable regardless of the mobile

phone model. Due to the variety of many different

smartphones in the market, (different manufacturers,

screen sizes, resolutions and performance), the

actions to be taken in order to create a compatible

application are many, and relate primarily to meet

different screen resolutions, which the RouteQuizer

application has fully addressed and tested

successfully, by creating all images in five different

sizes.

Exploits every positive aspect a smartphone can

possibly offer during the educational process, such as

portability, which is basically the most important

contribution of the mobile phone in general, but also

particularly in the specific application, connectivity,

as it communicates with the database without

requiring any action from the user, it is pleasant to

use, due to the simplicity of the user interface, and all

the information is transferred directly to the device

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373

without requiring excellent mobile network.

No negative effect on the pupil. Because of the

fact that the application is used exclusively on the

field, and not in the classroom, it does not distract

students in any way from the educational process. At

the same time, proper organization of students in

groups, can avoid potential adverse effects of the

mobile phone, such as inequality between students,

bullying, as the use of the mobile phones is limited on

the field, loss of concentration and loss of collegiality,

since the students are encouraged to work together to

achieve the objective, which is to reach their

destination, and correctly answer the question.

5.1 Future Work

As in all applications, there are many capabilities of

improvement, especially for an application like this,

which introduces something innovative, and a new

way of utilizing new technology. Below several ways

to improve the application are proposed.

 The creation of a forum, where tutors would

exchange experiences and ideas for creating better

activities for their students;

 Translation of the system in many different

languages;

 Embedding Google Maps on the website, so that

the tutors can add markers to the points they want,

instead of collecting the coordinates using Google

Earth;

 Enabling tutors to provide photographs and

videos along with the information.

 Development of an iOS (Apple’s operating

system, used in iPhones) version of the

application.

Furthermore, we plan to hold several activities in

which students and teacher of various educational

levels will participate, in order to acquire more

feedback and make RouteQuizer even better.

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Inclusive Education (IJTIE), 1(1).

CSEDU 2017 - 9th International Conference on Computer Supported Education

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