3 Ways to Stimulate Students with Smartphones

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The average college student leads an impressive mobile life: some spend up to 5 hours a day looking at their smartphone. Sitting idle in a chair, however, is one of the worst ways to stay engaged, focused and creative. Walking, it turns out, boosts concentration and creativity¹. Use mobile technology to get students out of their seats, and on to better ideas! Here’s how:

1. Build and Interactive Map:

Most smartphones are equipped with GPS that can monitor detailed movement, even within buildings. An interactive map can tell the student the name of the building, which faculty it belongs to, and what they might find there. This slick resource will encourage students to explore different study areas, dining halls or outdoor spaces on campus.

2. Create an Online and Offline Game:

Scavenger hunts get 10 times more fun (and more competitive!) when they move online. Promote your club through an active session where students post photos or text from their smartphone to advance in the game. Create a unique hashtag to track the event and link participants in follow-up conversations so the event is even more memorable.

3. Move Your Classroom Outside:

Get students moving in class too! Instant-feedback apps designed for the classroom are available free to students and instructors. They let professors design questions and gather real-time responses from student’s smartphone. By using these apps, classrooms can move away from the lecture podium while keeping students engaged. The modern student population is one of the most adept at using smartphones. Students use various apps to stay in touch with the world, their friends, and their university community. Take advantage of their technology-savvy by using smartphones to get students moving, thinking and better engaged in the university experience!

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This blog was written with the help of the following resources:
1.     Oppezzo, M. and Schwartz, D.L. “Give Your Ideas Some Legs: The Positive Effect of Walking on Creative Thinking”. J. Experimental Psych. 40.4(2014):1142-1152. Web. http://www.apa.org/pubs/journals/releases/xlm-a0036577.pdf

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