Mr. Vetro: Assessing a Collective Simulation Framework
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Authors
JILR Volume 21, Number 4, October 2010 ISSN 1093-023X
Abstract
Growing science apathy at the K-12 education level represents an alarming development with potentially devastating consequences at individual, societal and economic levels. Technology has been incorporated in science education without fundamentally improving test scores or student attitudes. We claim the core of the problem is how technology is being used. The standard computer lab hides students behind large monitors and ignores the social aspect of learning. Moreover, promising technologies such as simulations are currently not used to their full potential. We have created a new kind of infrastructure, called Collective Simulations. Our main objective is to deal with science apathy by creating engaging discovery-oriented science learning modules that uniquely combine social learning pedagogies with distributed simulation technology. Collective Simulations allow students to learn about the intricacies of interdependent complex systems by engaging in discourse with other students and teachers. With our Mr. Vetro collective simulation prototype, students learn about physiology through technology-enhanced role-play. Preliminary results from feasibility studies are encouraging in that students using Mr. Vetro to learn about physiology show higher learning gains than students taught the same material with traditional means.
Citation
Repenning, A., Ioannidou, A., Luhn, L., Daetwyler, C. & Repenning, N. (2010). Mr. Vetro: Assessing a Collective Simulation Framework. Journal of Interactive Learning Research, 21(4), 515-537. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved August 16, 2024 from https://www.learntechlib.org/p/30419.
© 2010 AACE