The influence of technology on people's lives is a subject of interest for research in different disciplines and areas of knowledge. Specifically, from the field of pedagogy, the issue of hyperconnectivity is addressed in terms of the changes and redefinitions that it entails for people's ways of life, trying to understand the impact of this phenomenon on the processes of developing a sense of self (Floridi, 2015; Muñoz-Rodríguez et al., 2020; Young, 2015). In this regard, several studies have indicated that a notable consequence of hyperconnectivity appears to be the disconnection of individuals from natural environments (Gutiérrez-Pérez et al., 2024), a phenomenon that holds particular significance in the context of children (Collado & Corraliza, 2016; Louv, 2005; Muñoz, 2022; Nikkhou, 2021). In response to this situation, there has been an emerging focus in educational research on studying the impact on children's development. For instance, the NATEC-ID project (PID2021-122993NB-I00) at the University of Salamanca (Spain) is specifically examining the processes of children's identity construction in the final stage (ages 10-12) and the impact of hyperconnectivity and nature deficit on these processes. This research facilitates the delineation of children's relationships with nature and technology, thereby establishing a series of pivotal indicators for novel research initiatives that seek to leverage technology as an educational solution, with the objective of mitigating the prevailing disparity between children and the natural environment by fostering their (re)connection. In this regard, the NATURTEC-KIDS Living Lab project (TED2021-130300A-C22), which is affiliated with the University of Salamanca (Spain), is worthy of particular attention. This project has developed a mobile application, NaturKingdom, which is based on the Living Lab methodology. The objective of this application is to facilitate a closer connection between children and adolescents with their natural urban environment (Gutiérrez-Pérez et al., 2024). The present studies diverge from the prevailing instrumental and didactic approach to technology in the field of education (García del Dujo et al., 2021), emphasising instead the opportunities afforded by technology and the significance of multisensory experiences in nature that facilitate identity construction (Serrate et al., 2025). These studies underscore the importance of attending to the emotional dimension of children's identity.

It is imperative to elucidate that the research perspective employs the cognitive-evaluative theory (Nassbaum, 2001) to interpret emotions. This theory posits that the identification of emotions expressed by children in both natural and digital environments signifies the potential for insights into the value and meaning they ascribe to these environments. Conversely, while acknowledging the significance of nature for human development (Serrate et al., 2025), the technological perspective deviates from demonisation, adopting a more nuanced approach in line with other authors (Caballero-Julia et al., 2024) who recognise the influence of technology on children's identity. This perspective proposes a harmonious balance between the digital and the natural (L'Ecuber et al., 2025). In this sense, the present research, in line with the NATURTEC-KIDS Living Lab proposal, defines the objetive to analyse the emotions expressed by children through technology-mediated experiences in nature. The purpose is to highlight the importance of children's wellbeing and their emotions for pedagogy, especially at a time when it is facing a paradigm shift in which children seem to be moving away from nature in favour of technology. In this way, solutions and pedagogical practices to reconcile the use of technology and the presence of children and adolescents in nature can be better designed by contributing to the pedagogical discourse with knowledge related to the emotional dimension of children's identities.

The methodology applied in this study was quantitative in nature. Consequently, a structured questionnaire was self-administered under supervision to a total of 2,586 boys and girls enrolled in the 5th and 6th grades of Primary Education in Spanish schools. The defined sampling error was set at ±1.93% for a confidence level of 95.5%. The validity of the questionnaire is reinforced by the test carried out on the basis of a previous pilot study in which it was administered to 15 participants with the same characteristics as the final sample. The questionnaire includes questions that employ 11-point Likert-type scales (0-10), which have been demonstrated to possess a high degree of sensitivity in the identification of individual differences (Bisquerra and Pérez-Escoda, 2015). The variable relating to the use of technology in natural environments has been considered in terms of the frequency of use of technological devices such as mobile phones or tablets during different activities in nature. It has been conceptualised as one of the potential activities undertaken by children within the natural environment that have been measured, such as walking, playing, observing animals or plants, or climbing trees.Conversely, the emotional variable was collected according to the perceived intensity, differentiating between positive emotions (e.g. joy, curiosity/interest) and negative ones (e.g. boredom, rejection). Finally, different socio-demographic aspects, including gender, were included to identify possible differences in patterns of technology use and emotional experience in natural spaces. The data analysis was conducted through a variety of methodologies. Initially, descriptive techniques were employed to ascertain the nature of activities undertaken by the children in nature, with a particular focus on the frequency of technology use during natural experiences. Secondly, a correlational analysis was conducted utilising the Pearson coefficient to evaluate linear relationships between technology use in natural environments and the emotions produced. Finally, a simple linear regression analysis was performed, estimated using the Ordinary Least Squares (OLS) method, to analyse the impact of technology on positive and negative emotions, considering the statistical significance and the fit of the model.

The findings suggest that children's experiences in the natural environment are significantly influenced by technology (M = 2.77, SD = 2.87). When considered in conjunction with the frequency of other activities such as walking (M = 7.31, SD = 2.39) or playing (M = 7.31, SD = 2.39), the moderate use of technology in nature appears to signal a shift from more conventional practices. In terms of emotions, positive emotions such as joy (M = 8.43, SD = 2.40) and curiosity/interest (M = 7.30, SD = 2.91) were found to prevail. The correlational analysis has facilitated the investigation of the emotional impact of moderate technology use in natural environments. The analysis revealed that, for girls, the emotion of curiosity/interest exhibited a coefficient of r= 0.35, while for joy, it was r= 0.31. For boys, these coefficients were, respectively, r= 0.29 and r= 0.26. These data suggest that moderate use of technology in outdoor activities can lead to an increase in positive emotions, especially for girls. However, the simple linear regression analysis conducted has enabled the detailed evaluation of the relationship between the variables under study as the frequency of technology use increases. Consequently, it has been determined that the positive effects previously mentioned can be reversed if moderate use increases. Specifically, for joy, the regression coefficient was -0.009 (p < 0.001) for girls and -0.008 (p < 0.001) for boys; for the emotion of curiosity/interest, the coefficients were -0.07 (p < 0.01) and -0.06 (p < 0.05), respectively, for girls and boys. These findings underscore the importance of maintaining a moderate use of technological devices, even in outdoor settings. The results pertaining to negative emotions were found to be non-significant in all of the conducted analyses.

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