interactions
Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
Presence: Teleoperators and Virtual Environments
Conceptualising tangibles to support learning
Proceedings of the 2003 conference on Interaction design and children
Roomquake: embedding dynamic phenomena within the physical space of an elementary school classroom
CHI '05 Extended Abstracts on Human Factors in Computing Systems
Finding design qualities in a tangible programming space
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Embedded phenomena: supporting science learning with classroom-sized distributed simulations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
WallCology: designing interaction affordances for learner engagement in authentic science inquiry
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Embodying scientific concepts in the physical space of the classroom
IDC '08 Proceedings of the 7th international conference on Interaction design and children
LIFELONG INTERACTIONS: Embodied child computer interaction: why embodiment matters
interactions - The Counterfeit You
Learning and participation in a persistent whole-classroom seismology simulation
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Spatial and temporal embedding for science inquiry: an empirical study of student learning
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
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In this paper we describe AquaRoom, a classroom-based spatial simulation of subterranean water flow. Beginning with the conceit that their classroom is a small town, students are asked to determine the topography and directional flow of a series of aquifers running beneath the town. Over the course of six sessions, students work in groups to enact a "dye tracing" method, using a variety of metaphorical procedures and "low fidelity" electronic and physical artifacts to simulate drilling, injection of dye tracers, and extraction and analysis of water samples, combining their data to construct an aggregate map. Outcomes of a pilot study based on observation and post-intervention surveys and interviews provide support for the adequacy of the activity design and artifacts in supporting the collaborative investigation, and in situating students within the virtual domain of hydrology. Students found the low-fidelity artifacts useful in supporting the activity, even in cases where they (correctly) discounted their functional need.