Growing concerns about digital fatigue, declining engagement, and the limitations of traditional online and classroom-based instruction have renewed interest in experiential and location-based learning. This study examines the feasibility and perceived value of mobile-driven, location-based experiential learning using Presentria GO, a Canadian educational technology platform. An exploratory mixed-methods design was employed, combining survey responses from 74 educators, interviews with 11 award-winning professors, a focus group with five college instructors, and interviews with three students who had used the platform in applied coursework. Findings indicate widespread perceptions of online-learning fatigue, strong interest in instructional approaches that extend beyond classroom and home-based environments, and cautious openness to integrating mobile, location-based tools for academic purposes. Educators identified several suitable disciplinary contexts, along with practical challenges related to safety, accessibility, and implementation. Student feedback suggested that mobile, location-based tasks can support engagement and real-world application of course concepts. The study introduces the concept of Mobile-Driven Location-Based Experiential Learning and outlines implications for instructional design, accessibility, and future integration of emerging technologies such as artificial intelligence and augmented reality.
Ken Kwong-Kay Wong (Wed,) studied this question.