Developing nature-based study practices for university students
Virtanen, Anni (2025)
2025
Tietotekniikan DI-ohjelma - Master's Programme in Information Technology
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2025-06-09
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202506076912
https://urn.fi/URN:NBN:fi:tuni-202506076912
Tiivistelmä
Physical inactivity and sedentary behavior are rooted in knowledge-based work and university studies, causing negative impacts on health and well-being. Nature-based interventions are an emerging field that addresses these problems by designing healthier and more physically active ways to work. This thesis continues the investigation of such interventions by applying walking meetings to university course use. The thesis explores how integrating nature-based study practices into courses can engage and support university students in adopting them as part of their studies.
The research questions of the thesis are: What are the perceived motivations and challenges for nature-based study practices among university students? How to integrate nature-based study practices to be an engaging and supportive part of studying? How is nature experienced through these interventions? The research was conducted using qualitative methods. The chosen research approach was Research Through Design (RtD), which emphasized design practices as a means for generating new knowledge. The research included two field studies. First study examined university students' (N=5) perceptions of the motivations and challenges related to nature-based study practices. These findings provided foundation for a design artifact that promotes the use of walking meetings in a group project assigned during a course. The design artifact was integrated on a course platform and it essentially adapted the most fitting parts of course contents into a walking-friendly format. Finally, the second field study evaluated the real-world implementation of the design artifact through one project group (N=3).
The analysis of the data used thematic analysis to draw out themes that describe the understanding and perceptions of the study participants. The primary research contribution of the thesis is a list of 10 design implications, which summarize the core insights of the thesis research in a concise format. Facilitate the formation of groups was one of the well-received design implications, as it helped students find others interested in joining the walking meetings. Another design implication, integrate walking meetings as part of course completion was established, as it was perceived to reduce the amount of effort required to adopt the new study practice.
The research offers valuable insights into university students' perceptions of nature-based study practices as part of studying, suggesting that they have clear potential in benefiting particular study tasks and increasing well-being. In addition, walking meetings are perceived to offer relief from the constant use of technology. Additionally, students' perceptions of nature and its significance during walking meetings is discussed. Overall, the thesis contributes meaningful knowledge to the development of nature-based interventions and highlights the importance of continuing the iterative process of envisioning sustainable futures.
The research questions of the thesis are: What are the perceived motivations and challenges for nature-based study practices among university students? How to integrate nature-based study practices to be an engaging and supportive part of studying? How is nature experienced through these interventions? The research was conducted using qualitative methods. The chosen research approach was Research Through Design (RtD), which emphasized design practices as a means for generating new knowledge. The research included two field studies. First study examined university students' (N=5) perceptions of the motivations and challenges related to nature-based study practices. These findings provided foundation for a design artifact that promotes the use of walking meetings in a group project assigned during a course. The design artifact was integrated on a course platform and it essentially adapted the most fitting parts of course contents into a walking-friendly format. Finally, the second field study evaluated the real-world implementation of the design artifact through one project group (N=3).
The analysis of the data used thematic analysis to draw out themes that describe the understanding and perceptions of the study participants. The primary research contribution of the thesis is a list of 10 design implications, which summarize the core insights of the thesis research in a concise format. Facilitate the formation of groups was one of the well-received design implications, as it helped students find others interested in joining the walking meetings. Another design implication, integrate walking meetings as part of course completion was established, as it was perceived to reduce the amount of effort required to adopt the new study practice.
The research offers valuable insights into university students' perceptions of nature-based study practices as part of studying, suggesting that they have clear potential in benefiting particular study tasks and increasing well-being. In addition, walking meetings are perceived to offer relief from the constant use of technology. Additionally, students' perceptions of nature and its significance during walking meetings is discussed. Overall, the thesis contributes meaningful knowledge to the development of nature-based interventions and highlights the importance of continuing the iterative process of envisioning sustainable futures.