A Survey of Simulation Game Users, Former-Users, and Never-Users
Simulation and Gaming
Embedded phenomena: supporting science learning with classroom-sized distributed simulations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Preliminary evaluation of a synchronous co-located educational simulation framework
CHI '06 Extended Abstracts on Human Factors in Computing Systems
Learning through participatory simulations: network-based design for systems learning in classrooms
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Towards a teacher-centric approach for multi-touch surfaces in classrooms
ACM International Conference on Interactive Tabletops and Surfaces
Mechanisms for collaboration: A design and evaluation framework for multi-user interfaces
ACM Transactions on Computer-Human Interaction (TOCHI)
Pass the iPad: collaborative creating and sharing in family groups
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
UniPad: orchestrating collaborative activities through shared tablets and an integrated wall display
Proceedings of the 2013 ACM international joint conference on Pervasive and ubiquitous computing
Sharing bubbles: reflections on offline multi-surface scenarios
Proceedings of the 2013 ACM conference on Pervasive and ubiquitous computing adjunct publication
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There is much potential for supporting collaborative learning with interactive computer simulations in formal education and professional training. A number have been developed for single user and remote interaction. In contrast, our research is concerned with how such learning activities can be designed to fit into co-located large group settings, such as whole classrooms. This paper reports on the iterative design process and two in-the-wild evaluations of the 4Decades game, which was developed for a whole classroom of students to engage with a climate simulation. The system allows students to play and change the rules of the simulation, thereby enabling them to be actively engaged at different levels. The notion of Contributory Simulations is proposed as an instructional model that empowers groups to make informed, critical changes to the underlying scientific model. We discuss how large-group collaboration was supported through constraining an ecology of shared devices and public displays.