Green vs. Screen: Exploring the Outcomes of an In-Person and Virtual Nature-Based Environmental Education Intervention for Low-Income Children

Nadav L. Sprague (), Ashby L. Sachs and Christine C. Ekenga
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Nadav L. Sprague: Department of Epidemiology, Mailman School of Public Health, Columbia University, New York, NY 10032, USA
Ashby L. Sachs: Environmental Studies Department, University of Colorado Boulder, Boulder, CO 80309, USA
Christine C. Ekenga: Gangarosa Department of Environmental Health, Rollins School of Public Health, Emory University, Atlanta, GA 30322, USA

Sustainability, 2022, vol. 14, issue 19, 1-11

Abstract: The onset of the COVID-19 pandemic in 2020 forced a rapid transition to virtual learning. During the pandemic, many nature-based environmental education (NBEE) interventions shifted to virtual formats. In this study, we compare the impacts of a virtual NBEE intervention with its in-person NBEE counterpart. Between January and May 2021, a total of 49 low-income children (ages 9 to 13) from St. Louis, MO USA participated in this study. There were 37 children that participated in the virtual NBEE intervention and 12 students in the in-person NBEE intervention. Study participants completed a pre-/post-test survey that included items related to exposure to nature, perceived neighborhood safety, and self-reported quality of life. Children who participated in the in-person intervention reported higher post-intervention levels of nature exposure, perceived neighborhood safety, self-confidence, and self-efficacy than children who participated in the virtual intervention. The study’s findings have implications for the implementation of virtual learning during future public health emergencies and environmental disasters, including extreme climate events.

Keywords: COVID-19 pandemic; virtual learning; quality of life; nature exposure and immersive virtual nature; public health emergencies (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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