Speaker
Description
This presentation reports on a task-based English class using geocaching to engage Japanese engineering students. Geocaching, a GPS-based treasure hunt with a global community, lets learners experience English beyond textbooks. Students participated in video-based learning, cache-hunting, online investigations, problem creation, cache installation, and presentations. These interest-driven tasks promoted active engagement, meaningful language use, and curiosity. Classroom activities and learner reflections will be shared in the presentation.
Short summary
This presentation reports on a task-based English class using geocaching to engage Japanese engineering students. Geocaching, a GPS-based treasure hunt with a global community, lets learners experience English beyond textbooks. Students participated in video-based learning, cache-hunting, online investigations, problem creation, cache installation, and presentations. These interest-driven tasks promoted active engagement, meaningful language use, and curiosity. Classroom activities and learner reflections will be shared in the presentation.
References
Flynn, K. C. (2018). Improving spatial thinking through experiential-based learning across international higher education settings. International Journal of Geospatial and Environmental Research, 5(3), Article 4.
Kuramashi, Y. (2024). Exploring differences in KOSEN students’ motivation for learning English across grades: In pursuit of developing an English learning motivation scale. Journal of the Council of College English Teachers, 43, 21–30.
Lary, L. M. (2004). Hide and seek: GPS and geocaching in the classroom. Learning & Leading with Technology, 31(6), 14–18.
Mizuno, C. (2016). The efficacy of extensive reading for the improvement of students’ negative attitudes toward English learning at National Institute of Technology, Kagawa College. Studies in English Language Teaching, 39, 57–67.
O’Hara, K. (2008). Understanding geocaching practices and motivations. In Proceedings of the 26th ACM SIGCHI Conference on Human Factors in Computing Systems, 1177–1186.
Sato, H., Andou, D., & Mukai, T. (2020). Geocaching in large underground shopping complexes using landscape-information quizzes [Keikan jōhō kuizu o mochiita daikibo chikagai de no “Geocaching”]. In Proceedings of the 82nd National Convention of the Information Processing Society of Japan (pp. 583–584).
Yamashima, K. (2012). Information education in the subject representation and utilization of map information. Bulletin of Tsukuba Gakuin University, 17, 61–67.
Keywords
Geocaching
Experiential learning
Global networks
KOSEN
Abstract
KOSEN (National Institutes of Technology) are unique Japanese higher-education institutions offering five-year, engineering-focused programs beginning at age 15. KOSEN students often struggle to sustain motivation for English learning due to heavy academic demands in specialized subjects and the absence of university entrance examinations, which can reduce the perceived relevance of English study (Kuramashi, 2024; Mizuno, 2016). Addressing this challenge requires instructional approaches that connect English learning to meaningful activities and provide learners with a sense of achievement.
This presentation introduces the use of geocaching as an interest-driven context for task-based language teaching. Geocaching is a real-world “treasure hunt” in which participants use GPS coordinates to locate hidden containers, or caches. Although primarily a leisure activity, geocaching has been applied in various educational contexts (Flynn, 2018; Lary, 2004; O’Hara, 2008; Yamashima, 2012; Sato et al., 2020) and involves participation in a globally shared community where English is commonly used. Geocaching enables learners to experience English as a functional tool for accessing information and interacting beyond the classroom, while aligning with KOSEN students’ interests in craftmanship, problem-solving and game-like challenges.
Geocaching was integrated into an elective English course at a KOSEN in 2025 school year. Students engaged in tasks such as watching English-language videos, participating in cache hunts, exploring overseas caches online, creating mystery problems, installing their own caches, and giving presentations in English. These hands-on tasks promoted active participation and meaningful language use. The presentation outlines classroom activities and shares learner reflections on engagement and motivation.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Finding Motivation in Hidden Places: Geocaching for English Learning |