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To understand evolutionary theory, students must be able to understand and use evolutionary trees and their underlying concepts. Active, hands-on curricula relevant to macroevolution can be challenging to implement across large college-level classes where textbook learning is the norm. We evaluated two approaches to helping students learn macroevolutionary(More)
The learning of science can be made more like the practice of science through authentic simulated experiences. We have created a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played(More)
Through an iterative design process involving museum educators, learning scientists and technologists, and drawing upon our previous experiences in handheld game design and a growing body of knowledge on learning through gaming, we designed an interactive mystery game called Mystery at the Museum (the High Tech Whodunnit), which was designed for synchronous(More)
Although evolutionary theory is considered to be a unifying foundation for biological education, misconceptions about basic evolutionary processes such as natural selection inhibit student understanding. Even after instruction, students harbor misconceptions about natural selection, suggesting that traditional teaching methods are insufficient for(More)
The purposes, implications, and history of development of the American College of Radiology-National Electrical Manufacturers Association (ACR-NEMA) Digital Imaging and Communication Standard and its contents are briefly described, and the minimum requirements of the ACR-NEMA Digital Imaging and Communication Standard are described with a concise(More)
1 This paper reports on teachers' perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld(More)
This research investigates the potential of Augmented Reality (AR) technologies, specifically handheld computers, to create an emotionally compelling, rich context for collaborative learning. Building on work in collaborative learning, we sought to design games requiring positive interdependence, promotive interaction, individual accountability,(More)
Participants in Augmented Reality (AR) games are equipped with location-aware handheld computers, allowing players to physically move throughout a real world location while simultaneously triggering virtual information based on their physical location. Researchers are only beginning to understand how to leverage the pedagogical strengths of location-based(More)
Ubiquitous Games (UbiqGames) are browser-based multi-player games played primarily on mobile devices. UbiqGames are designed to be played outside of formal class time and over several days, alongside more traditional instruction in the topics covered in the games. Teachers can use class time to facilitate thoughtful reflection on game strategies and data(More)