BeeSim

A systematic survey on embodied cognition: 11 years of research in child–computer interaction

“…While there is a growing focus on children as co-designers as a result, according to Hemmert et al [61] there is little personalisation of the co-designing process for children. This might be because of the perception that it is more challenging for children to understand such complex systems; however, collaborative learning types like role-play or participatory simulations [6] can simplify such interactions and encourage multi-sensory stimulation for children.…”

“…It is essential to create opportunities for healthy competition and interactions in designing such embodied scenarios, depending on the skills or applications being engaged. Some systems eliminate competition [5,62], while others encourage competition [6] depending on the learning goal. This might lead to a higher level of unpredictability, especially when running studies with younger children, but this can allow for more innovative and diverse results and design methods.…”

“…The focus on such perceptuomotor structures within this context as avenues of embodiment and cognition is heavily focused on how specific movements are tied to seeing. These "microworlds" serve as constraints and could either be imaginary [3], tangible [5,6] or virtual [7]. Embodied movements in interactions can also provide unique opportunities to explore conceptual ideas.…”

PrototypAR

“…Prior educational technology aimed at complex systems learning can be broken down into three approaches: (i) interactive simulations such as SimSketch [6] and NetLogo [64] that allow learners to test their own ideas about complex systems; (ii) participatory simulations like Hubnet [68] and Beesim [50] in which learners enact the roles of elements in complex systems; and (iii) conceptual representations such as SBFAuthor [22] and SBF Hypermedia [42] that facilitate organizing and representing knowledge about complex systems. PrototypAR draws upon each of these approaches but differs in the use of paper crafts for modeling, the integration of computer vision and AR to provide real-time scaffolding, and the focus on elementary-aged learners.…”

Knowledge Places

“…Over the past decade, researchers have explored the use of ambulatory, whole-room activity structures in support of community knowledge construction around shared objects of inquiry. While some of these applications require instrumentation to support continuous tracking of persons or artifacts, e.g., STEP, from Danish et al [5], other designs such as Hunting of the Snark [13], BeeSim [12] and Hunger Games [7] require only the detection of arrivals and departures at designated "hot spots" within the room. These latter approaches suggest the potential for the use of lower-cost, "surface mount" proximity-based technologies such as Radio-Frequency Identification (RFID), inductive and capacitive Near-Field Communication (NFC), and Bluetooth Low Energy (BLE) iBeacon [9] that could be more widely adopted than technologies requiring extensive embedded instrumentation.…”