Mental models: towards a cognitive science of language, inference, and consciousness
Mental models: towards a cognitive science of language, inference, and consciousness
Computers and the collaborative experience of learning
Computers and the collaborative experience of learning
Teaching science at multiple space time scales
Communications of the ACM
The functions of multiple representations
Computers & Education
GeneyTM: designing a collaborative activity for the palmTM handheld computer
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Adapting the human-computer interface to support collaborative learning environments for children
Adapting the human-computer interface to support collaborative learning environments for children
Scaffolding cooperative multi-device activities in an informal learning environment
CHI '07 Extended Abstracts on Human Factors in Computing Systems
Scaffolding cooperative multi-device activities in an informal learning environment
Proceedings of the 6th international conference on Interaction design and children
WallCology: designing interaction affordances for learner engagement in authentic science inquiry
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Designing opportunistic user interfaces to support a collaborative museum exhibit
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Proposal for a new strategy to practice programming
Proceedings of the 15th Western Canadian Conference on Computing Education
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Pass the iPad: collaborative creating and sharing in family groups
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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We present the MUSHI (Multi-User Simulation with Handheld Integration) framework, which was designed to support middle and high school students in the acquisition of scientific concepts rooted in complex, multi-scalar phenomena. In designing a learning environment that is conducive to collaborative inquiry learning, we have combined a dynamic simulation with wirelessly-connected handheld devices. This is a novel use of technology, so we first had to ensure that this new multi-device paradigm would not, via extraneous cognitive load, interfere with inquiry learning tasks. In this pilot study, we confirmed that the multi-device interface can be used by the lower age range of our target demographic, and that its use does not impair the execution of inquiry learning tasks of the sort we have designed for the learning environment. We also observed the collaborative behaviors that naturally emerged from the use of MUSHI, to develop recommendations for scaffolding collaborative inquiry tasks.