Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling

By Vanessa Colella. 2000

394 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/1506a1b8b3c393b43b29bbb77605b3f7d32b36aa

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In Developmental and Educational Psychology

In Human-Computer Interaction

Citations in the corpus

Literature Review in Mobile Technologies and Learning (2004, background): “Colella et al (1998) describe a participatory simulation where learners play the role of hosts in the spread of a virus; small wearable computers keep a track of who they meet and the transmission of the disease.”
Environmental Detectives—the development of an augmented reality platform for environmental simulations (2008, background): “Participatory simulations leverage the individuality and connectivity of handheld computers (Klopfer, Yoon & Rivas 2004, Soloway et al., 2001) or wearable (Klopfer & Woodruff, 2002; Colella, 2000) computers, to immerse learners in simulated dynamic systems.”
Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005, background): “…is to try various innovative instructional intervention such as by engaging students in explorations of computer and participatory simulations (Colella, 2000), as well as role-playing activities that model emergent processes (Resnick & Wilensky, 1998), and so forth (Penner, 2000; Resnick ,…”
Technology affordances for intersubjective meaning making: A research agenda for CSCL (2006, positive): “Technology can enhance intersubjective meaning-making by projecting representations of self into a social representation (Kaput & Hegedus, 2002) or embedding the physical self in a social simulation (Colella, 2002).”
Implementation and Effects Of One-to-One Computing Initiatives (2006, background): “Further, when all students have computers that are connected through a network, students can participate in simulations that allow them to experience complex systems such as patterns of traffic and population dynamics directly (Colella, 2000; Wilensky & Stroup, 2000).”
Keynote paper: Unlocking the learning value of wireless mobile devices (2003, background): “Participatory simulations Participatory simulations (Wilensky & Stroup, 1999; Colella, 2000) use the availability of a separate device for each student and the capability of simple data exchanges among neighbouring students.”
Mobile Learning projects - a critical analysis of the state of the art (2009, background): “In the exemplary projects Virus (Colella 2000; Klopfer et al. 2004), which where both used in the Palm Education Pioneer Program, learners act as a virtual society with people being healthy, infected or ill.”
Leveraging mobile technology for sustainable seamless learning: a research agenda (2010, background): “For instance, instead of sitting in front of a desktop computer and watching a video simulation, students with mobile devices can go out to the field, directly and physically explore our world, and share their experiences with others (Colella, 2000; Roschelle, 2003; Squire & Klopfer, 2007).”
Environmental Detectives: PDAs as a window into a virtual simulated world (2002, background): “While other participatory simulations utilize computer hardware [3][9], the computational power, connectivity, expandability, and rich graphical interface of present-day handheld computers introduces an entirely new category of such simulations, where the device itself offers a window on a virtual r”
Inventing a “Mid Level” to Make Ends Meet: Reasoning between the Levels of Complexity (2008, neutral): “…& Zola, 2000; Resnick, 1994; Wilensky, 1995, 1997a, b, 1999a; Wilensky & Reisman, 2006; Wilensky & Resnick, 1999) and through role-playing participatory simulations (Colella, 2000; Klopfer, Yoon, & Perry, 2005; Resnick & Wilensky, 1998; Soloway et al., 2001; Wilensky & Stroup, 1999a, c, 2000).”
Augmented Reality Simulations on Handheld Computers (2007, background): “Handheld computers' portability, social interactivity, context sensitivity, con nectivity, and individuality open new opportunities for creating participatory and augmented reality simulations wherein players playa part in a simulated system, coming to understand its properties through social inter”