This two-year study examined the impact of place-based water quality lessons on middle school student motivation to learn and do science. The overarching research questions for this study include:
(1) Will conducting "place-based" science experiments on water quality increase student engagement?
(2) Were there significant differences in engagement and motivation between students who used the GaiaXus sensor system versus those who used on simple science tools? and
(3) How will the retention of associated Next Generation Science Standards (NGSS) aligned science content be affected by the use of the GaiaXus sensor system versus other simple science tools?

A quasi-experimental mixed methods research design was conducted using a two-group pre-test post-test design for the year one pilot study.
Participants included 179 students in 8th grade who were divided into two groups – those who collected data with:
(1) simple traditional measurement tools (Control Group), and
(2) technology-based measurement tools (Experimental Group).

Both groups received the same content lessons and completed a pre/post-test with NGSS-aligned science content and an adapted Motivation for Doing and Learning Science Survey. Findings revealed that there was a non-significant difference between pre- and post-scores for the control group on both the content and Motivation for Doing and Learning Science assessment. In contract, there was a statistically significant difference between pre- and post-scores for the experimental group who used technology-based measurement tools. Qualitative data resulted in themes directly related to the statements associated with intrinsic motivation to learn and do science. Researchers concluded that students who used the technology-based measurement tools showed greater intrinsic motivation to learn/do science.

A mixed methods research design was conducted using a one-group pre-test post-test design for the year two expanded study.

Year two participants included 215 students in 7th grade who completed field studies at various Hawaiian fish ponds in the community during the fall semester of 2024. The GaiaXus sensor was used as one of the technology-measurement tools used to collect and analyze water samples. The 7th grade students completed the pre-test post-test Motivation for Doing and Learning Science Survey.

A second group of 152 students in 8th grade completed the water quality lessons using collected samples from mountain springs, streams, rivers, ponds and Hilo Bay (ocean) in March of 2025. The 8th grade students for this study conducted both "low tech" experiments with simple traditional measurement tools, and "high tech" experiments with the GaiaXus sensor system and a digital pH probe. Both groups of students completed the pre- and post-assessment used in year one; the NGSS-aligned science content and the Motivation for Doing and Learning Science assessment. Findings are being analyzed for year two will be reported at the conclusion of this study. Researchers hypothesize the data will support the findings and conclusions from year one.

Keywords: Science, place-based science, technology, education, curriculum development.