## 4 Learning Scenarios Using Sensors
### Location
For example, while checking in to the library, they should get the access to the library's resources and take an image with a mobile phone as proof of the activity. This kind of gaming environment would replace tutoring tours around campuses, because while playing the game, the students learn how to navigate around their campus. These learning experiences can be described as sensor data augmented experiences. Geocaching [31] is another example of using GPS positioning in a game-like application. In geocaching, users try to find geocaches other users have hidden. The geocaches can be in historically important places, and they can also reveal facts about the place. Geocaching does not actually use sensor networks as such. It can be played by only one player and it is not necessarily a social activity. However, geocachers use websites to share their experiences of finding a geocache, and this adds a social dimension to geocaching. Geocaching can be described as a collective sensor data augmented experience, and the sharing of the experience in a geocaching website is a technology-mediated experience. An example of a social activity and the use of GPS data is a pilot done with high school students in Pori, Finland [32]. The students were studying different forest types, and to do that, they made a field trip to a forest near the city. The students were divided into groups that were sent to different parts of the forest. The groups reported from their areas about the forest types they observed using their mobile phones. The data included the location and the heights and thicknesses of the trees. The students could visualize the collective data on a map using their mobile phones while they were still on the trip. The experience was clearly a collective sensor data augmented experience. Based on the location information, the current weather information can be fetched from a free weather service on the Internet. This could be used to enhance content production. For example, the MoViE mobile social media platform for mobile video sharing creates automatic geotags and weather tags when users upload video files to the service [33; 34; 35; 36]. The weather could be accessed using search criteria, e.g., all the videos that were recorded in a certain location on a sunny day could be searched. MoViE supports tag creation by automatically collecting as much context data as possible. A custom-made mobile client application is a video capturing, tagging and uploading tool. It uses GPS and GSM cell information as automatic context to videos. This information is used to find the most appropriate words for tag suggestions. GPS and GSM cell information are stored as background processes during the video capturing. With this information, the database can perform queries to the server and determine where the video was captured. Also, the MoViE server tries to suggest some tags that could be appropriate for a particular video. [34; 35]  
MoViE was used as a part of teaching biology and geography for the eighth and ninth grades in Finland [36]. According to [PERSON] and [PERSON] [36], the MoViE service and mobile social media in general were useful tools for school projects. Learning occurred in several phases during the project. For example, the students had to decide what kinds of video clips they needed in their story and how each clip should be shoot so that the clip supports the goals of the story. Students had to decide the shooting locations, the shooting angles and the content of each clip. While composing their story, they had to select the best clips produced by their team, the order and the length of the clips, _etc._ The making of mobile videos using social media services, and thus, telling stories is an example of twenty first century skills that will be needed by society in the future. It can be seen that the making of mobile video stories supports creativity and digital literacy skills. Sharing the mobile video stories with MoViE can be considered to be a technology-mediated experience.