Knots in the woods: an assessment of the effects of location on self-directed experiential learning

My research measured completion and retention of procedural learning tasks, and
declarative and procedural components of engagement in indoor and outdoor settings.
Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed
Learning were implemented in the context of an Experiential Learning approach.
Experimental covariates included student-specific variables such as background and
experience, and environment-specific variables such as temperature, and humidity. AIC
model averaging was used to identify the best-fitting mixed GLM models.
Neither location, nor pedagogic method, proved to be a significant predictor of the
probability that a student would complete the most complex of the procedural learning
tasks, and the percent of students completing this task was not significantly higher in
outdoor groups than in indoor groups. Neither location nor pedagogic method was a
significant predictor of retention of procedural knowledge or engagement with learning
materials. The level of voluntary collaboration was higher in outdoor groups than in indoor groups.