Embedded phenomena: supporting science learning with classroom-sized distributed simulations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
SMALLab: a mediated platform for education
ACM SIGGRAPH 2006 Educators program
BeeSim: leveraging wearable computers in participatory simulations with young children
Proceedings of the 9th International Conference on Interaction Design and Children
Proxemic interactions: the new ubicomp?
interactions
Proceedings of the Third International Conference on Learning Analytics and Knowledge
I see you there!: developing identity-preserving embodied interaction for museum exhibits
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the 12th International Conference on Interaction Design and Children
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This paper describes the design and pilot enactment of an instructional unit for elementary school students, Hunger Games, which centers on development of learner understandings of animal foraging behavior. Inspired by traditional teaching practices employing physical simulations, within the unit students engage in an embodied enactment of foraging using stuffed animals (with embedded RFID tags) as tangible avatars to represent their foraging among food patches (with camouflaged RFID readers) distributed around a classroom. Displays situated near the food patches provide students with information regarding the energy gain as the forage in the environment. A two-period pilot enactment of the unit demonstrated the feasibility of the design for classroom use, evidenced the development of affective relationships between learners and avatars, and afforded the emergence of unanticipated behaviors that promoted new questions about the science phenomena. The results suggest provisional support for the effectiveness of the unit as a science learning environment.