A multi-access key for identification of rocky shore macrofauna of the Maltese Islands

Abstract

This study aimed to develop a digital, multi-access identification key for secondary school Biology students in Malta to facilitate the identification of local rocky shore macrofauna inhabiting the supralittoral and mediolittoral zones. Addressing curriculum gaps in outdoor learning and species identification, this study sought to enhance ocean and environmental literacy among students through the integration of digital tools within field-based Biology. The digital key was constructed using Lucid v4 software, selected for its superior functionality compared to other options, despite being limited to a demo version. A catalogue of 15 commonly occurring macrofaunal species was compiled through literature and field photography at three coastal sites representing Malta’s rocky shore geological formations. Fifty character states were developed across six feature categories (Body Features, Shell, Mobility, Symmetry, Feeding Habit, and Habitat Preferences). These features would allow users to select observable traits in any order, offering greater flexibility than traditional dichotomous keys. A user manual was created to guide installation and usage of the Lucid software and digital key. Informal feedback was gathered from four participants having a background in Biology (in the educational and non-educational contexts) via a structured questionnaire using Google Forms. Respondents found the software user-friendly, educationally impactful, and appreciated the visual aids, captions, and interactive interface. The tool was perceived as fostering engagement and potentially enhancing students’ understanding of coastal ecosystems. However, limitations were also noted. The sample size for feedback was small, reliance on the demo version of Lucid software restricted the number of features and species, and the installation process was perceived as complex for potential users. Recommendations included purchasing the full Lucid license to unlock additional functionalities, expanding the key to include more species and character states, trialling the resource with students, and incorporating diagrams to clarify feature relationships. These improvements would enhance usability, accessibility, and educational impact. In conclusion, this digital resource offers a novel, accessible, and engaging way to support Biology education and environmental literacy. It demonstrates the potential use of digital tools to enrich outdoor education and encourages further investment in blended learning resources that bridge technology and fieldwork.