Article

Embedded phenomena: supporting science learning with classroom-sized distributed simulations

Author:

Tom MoherAuthors Info & Claims

CHI '06: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

Pages 691 - 700

https://doi.org/10.1145/1124772.1124875

Published: 22 April 2006 Publication History

Abstract

'Embedded phenomena' is a learning technology framework in which simulated scientific phenomena are mapped onto the physical space of classrooms. Students monitor and control the local state of the simulation through distributed media positioned around the room, gathering and aggregating evidence to solve problems or answer questions related to those phenomena. Embedded phenomena are persistent, running continuously over weeks and months, creating information channels that are temporally and physically interleaved with, but asynchronous with respect to, the regular flow of instruction. In this paper, we describe the motivations for the framework, describe classroom experiences with three embedded phenomena in the domains of seismology, insect ecology, and astronomy, and situate embedded phenomena within the context of human-computer interaction research in co-located group interfaces and learning technologies.

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Index Terms

Embedded phenomena: supporting science learning with classroom-sized distributed simulations
1. Human-centered computing

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cover image ACM Conferences

CHI '06: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

April 2006

1353 pages

ISBN:1595933727

DOI:10.1145/1124772

Editors:
Rebecca Grinter
Georgia Institute of Technology, USA
,
Thomas Rodden
University of Nottingham, UK
,
Paul Aoki
Intel, USA
,
Ed Cutrell
Microsoft, USA
,
Robin Jeffries
Google, USA
,
Gary Olson
University of Michigan, USA

Copyright © 2006 ACM.

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Published: 22 April 2006

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April 22 - 27, 2006

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https://dl.acm.org/doi/10.1145/3585088.3589367
Lee V(2023)Common “place” observations about embodiment and CSCLInternational Journal of Computer-Supported Collaborative Learning10.1007/s11412-023-09402-318:2(153-162)Online publication date: 23-Jun-2023
https://doi.org/10.1007/s11412-023-09402-3
Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
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