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Encouraging task-related dialog in 2D and 3D shared narrative workspaces.

, and . CVE, page 39-46. ACM, (2002)

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How real is 'real enough'?: designing artifacts and procedures for embodied simulations of science practices., and . IDC, page 90-98. ACM, (2011)Putting interference to work in the design of a whole-class learning activity.. IDC, page 115-122. ACM, (2009)RoomCast: Distributing Digital Resources in the Classroom of Things., and . CSCL, International Society of the Learning Sciences, (2019)The Use of Visual Evidence for Planning and Argumentation., , , , , , and . CSCL, International Society of the Learning Sciences, (2015)Using Deficient Models as Scaffolds for Learning Engineering Concepts of Tradeoffs and Optimization., and . ICLS, International Society of the Learning Sciences, (2014)Embodying scientific concepts in the physical space of the classroom., , , , and . IDC, page 234-241. ACM, (2008)Hybrid Spaces for Science Education., , , , , , , , , and . ICLS, International Society of the Learning Sciences, (2012)Helio-Room: Problem Solving in a Whole Class Visual Simulation., and . ICLS, International Society of the Learning Sciences, (2006)Future Learning Spaces for Learning Communities: New Directions and Conceptual Frameworks., , , , , , , , , and 10 other author(s). ICLS, International Society of the Learning Sciences, (2016)Don't forget about the sweat: effortful embodied interaction in support of learning., , , , and . TEI, page 77-84. ACM, (2012)