Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Communications of the ACM
The coming age of calm technolgy
Beyond calculation
Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
Situated Cognition: On Human Knowledge and Computer Representations
Situated Cognition: On Human Knowledge and Computer Representations
Being There: Putting Brain, Body, and World Together Again
Being There: Putting Brain, Body, and World Together Again
Environmental Detectives: PDAs as a Window into a Virtual Simulated World
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
6th Graders "doin' science" - Collecting Data and Looking for Patterns in a Virtual Field
VR '02 Proceedings of the IEEE Virtual Reality Conference 2002
Embedded phenomena: supporting science learning with classroom-sized distributed simulations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
RoomBugs: simulating insect infestations in elementary classrooms
CHI '06 Extended Abstracts on Human Factors in Computing Systems
MUSHI: a multi-device framework for collaborative inquiry learning
ICLS '06 Proceedings of the 7th international conference on Learning sciences
HelioRoom: problem-solving in a whole class visual simulation
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Moving on from weiser's vision of calm computing: engaging ubicomp experiences
UbiComp'06 Proceedings of the 8th international conference on Ubiquitous Computing
Phone, email and video interactions with characters in an epidemiology game: towards authenticity
Transactions on edutainment IV
Proceedings of the 10th International Conference on Interaction Design and Children
Limitless or pointless? An evaluation of augmented reality technology in the school and home
International Journal of Technology Enhanced Learning
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The broadening array of technologies available to support the design of classroom activity has the potential to reshape science learning in schools. This paper presents a ubiquitous computing application, WallCology, which situates a virtual ecosystem within the unseen space of classroom walls, presenting affordances for science learners to engage in investigations of ecological phenomena. Motivated by a desire to foster authenticity in classroom science inquiry, WallCology extends the "embedded phenomena" framework in three ways: by enabling collaborative investigations among distributed work teams, by increasing the physicality of investigation activities, and by expanding the loci of activity sites. Pilot studies in two urban classrooms provide qualified support for the effectiveness of WallCology in promoting more authentic inquiry practices, content learning, and attitudes regarding scientific investigations.