Mr. Vetro: A Collective Simulation for teaching health science

Abstract

Why has technology become prevalent in science education without fundamentally improving test scores or student attitudes? We claim that the core of the problem is how technology is being used. Technologies such as simulations are currently not used to their full potential. For instance, physiology simulations often follow textbooks by sequentially exposing individual systems such as the circulatory and respiratory systems one at a time, leaving out essential comprehension of system interactions. Moreover, the standard computer lab hides students behind large monitors and ignores the social aspect of learning. We have created a new kind of infrastructure, called Collective Simulations to provide engaging inquiry-based science learning modules that uniquely combine social learning pedagogies with distributed simulation technology. This infrastructure creates immersive learning experiences based on wirelessly connected computers and enables radically different classroom learning experiences that engage students and teachers simultaneously. Collective Simulations allow students to learn about the intricacies of interdependent complex systems by engaging in discourse with other students and teachers. As part of our Mr. Vetro Collective Simulation, students learn about physiology through technology-enhanced role-play. Each group controls physiological variables of a single organ on their computer. A central simulation gathers all the data and projects the composite view of a human. In an example activity, the heart and lung teams collaborate to adjust parameters and reach homeostasis. Results from formal evaluation studies demonstrate a positive impact on scientific inquiry, student learning, and students' interest in personal health issues. This article describes Mr. Vetro and its underlying architecture and presents the evaluation results.

SharedPhys

“…While SharedPhys is aimed at engaging children in a wide variety of STEM topics from biology and health to math and basic statistics, the primary content area is the human circulatory and respiratory system. A diverse set of bodylearning technology tools have been developed, including collaborative simulations [24], touchscreen apps [49,72], wearables [55], and AR [43,48]; however, none integrate real-time physiological sensing, whole-body interaction, and collaborative large-screen visualizations as we do here. Most related to our work are BodyVis [54,55] and Mr. Vetro [24].…”

“…A diverse set of bodylearning technology tools have been developed, including collaborative simulations [24], touchscreen apps [49,72], wearables [55], and AR [43,48]; however, none integrate real-time physiological sensing, whole-body interaction, and collaborative large-screen visualizations as we do here. Most related to our work are BodyVis [54,55] and Mr. Vetro [24]. BodyVis combines physiological sensing and reactive visualizations embedded in a 'smart' t-shirt; however, its LED-based visualizations provide only one representation of data, do not easily support temporal/social comparisons, and were not designed for whole-classroom interaction.…”

Simulations for Supporting and Assessing Science Literacy

“…Simulations can support the development of deeper understanding and better problem-solving skills in areas such as genetics, environmental science, and physics (Krajcik, Marx, Blumenfeld, Soloway, & Fishman, 2000;Schwartz & Heiser, 2006;Rieber et al, 2004;Buckley et al, 2004;Buckley et al, 2010). Students using simulations tend to rely more on conceptual approaches than on algorithmic approaches or rote facts during problem-solving (Stieff & Wilensky, 2003;White & Frederiksen, 1998), and can make causal connections among the levels of science systems (Hmelo-Silver, et al, 2008;Ioannidou, et al, 2010). Using dynamic, interactive simulations to make these connections explicit and salient benefits students' learning (Slotta & Chi, 2006).…”

The consume - create spectrum

“…In Mr. Vetro, a National Institute of Health sponsored project that focused on how the body reacts to various activity, students played the role of lungs, heart, and dictated the amount of physical activity (exercise) applied to a virtual human named Mr. Vetro [11]. Each role has a set of parameters students can control.…”

“…For example, using Mr. Vetro for 1-2 periods in highschool classrooms indicated strong learning gains, as compared to control instruction covering the same material without the use of a collective simulation, over a diverse group of students [11]. Evidence also suggests strong student engagement during the activity with some students referring to it as one of the most intense classroom experiences [11].…”