We describe an approach to designing immersive learning experiences for children using body-based metaphors. Previous research shows benefits for learning through physical interactions in virtual spaces (e.g., [1, 16])---here we look specifically at using mixed reality to embed children as elements within the systems they are attempting to learn. Using gross body-movements the children are able to test predictions and have their intuitions challenged, laying the foundation for deeper conceptual understanding. We present data from a study we conducted comparing the mixed reality experience with a desktop version of the same simulation. Results suggest that children's interactions with designs supporting body-based metaphors can lead them to better grasp the "deep structure" of the learning domain.

In computer-based interactive narrative, a key challenge is the conflict between user agency and authorial control of the story quality. In this paper, we use the constructs of character status and status shifts from improvisational and interactive theatre to further engage users in the creative process of co-creating the story. Based on the cognitive semantics theory of force dynamics, we develop a computational model of status shifts.

This exhibition presents a Mixed Reality experience that applies basic research to the media industries of entertainment, training and informal education. Contributing areas of research include tracking, registration, rendering, real-time and distributed algorithms, and adaptations of existing as well as the creation of new forms of artistic convention.

Abstract Virtual drama is based on the use of a shareable virtual world as a stage setting, with avatars controlled by actors and audience members. The Caracol Time Travel Project was an experiment in the use of virtual drama for learning about archaeology. Eighteen undergraduate students at the University of Central Florida used a locally developed Java‐based system for sharing VRML worlds. They designed and constructed a virtual drama to teach basic concepts of Mesoamerican archaeology and the cultural history of the ancient Maya for middle schools. This paper presents their story design and details of the system we developed to support interaction in this shared virtual world. We then discuss performance issues, lessons learned and newer features that we did not have available at the time. Copyright © 2001 John Wiley & Sons, Ltd.

Virtual drama is based on the use of a shareable virtual world as a stage setting, with avatars controlled by actors and audience members. In this experiment, students built a virtual world to teach concepts of Mesoamerican archaeology and the cultural history of the ancient Maya.

The Virtual Academy is an educational model based on multiage teams of students and adults working through the Internet to build and use virtual worlds for educational purposes. These collaborations are mediated by a range of tools ranging from electronic mail to hypermedia and video links, and result in the creation of simulation‐based role‐playing adventure games within the ExploreNet software environment ExploreNet is an Internet‐based multimedia, multiuser domain constructed specifically for educational experimentation. This article describes the Virtual Academy Model, the ExploreNet software system, and an experiment conducted in the spring of 1995. The article describes the evolution of features of ExploreNet's user interface and their relevance to collaborative work by children.

A physically based model of an object is a mathematical representation of its behavior, which incorporates principles of Newtonian physics. Dynamic soil models are required in animations and realtime interactive simulations in which changes of natural terrain are involved. Analytic methods, based on soil properties and Newtonian physics, are presented in the paper to model soil slippage and soil manipulations. These methods can be used to calculate the evolution of a given soil configuration under the constraint of volume conservation and to simulate excavating activities such as digging, cutting, piling, carrying or dumping soil. Numerical algorithms with linear time and space complexities are also developed to meet the requirement of realtime computer simulation.

The Virtual Environment Realtime Network (VERN) is an object oriented testbed for the interconnection of environments over a network of graphical workstations. VERN is based on extensions to the networking technology of the DARPA sponsored SIMNET combined combat training system and the Distributed Interactive Simulation protocol being developed as a DOD standard. It allows for multiple participants to interact in an environment. sharing ideas and solving problems, regardless of their physical locations. Furthermore, dramatic reconstructions of historical events for education or entertainment will be possible. Indeed, much of the impact of VERN is likely to result from the ability of participants to learn from each other even if they and their machines are separated by long distances.

This session features two presentations and demonstrations of computer software/hardware systems for teaching problem solving techniques and programming concepts. Several computers will be available for hands-on demonstration at the conclusion of the session.

A year's work on the NSF/University of Tennessee High School Computer Science Project (HSCS) has indicated that it may indeed be possible to dissociate computer skills from the scary, elitist traditions of science and math curricula in high schools. Teachers and students remote from the traditional science/math constituency are learning to play/work with the computer. The development of HSCS is chronicled and some likely scenarios for its arrival on the high school scene are presented. The essential context is that of a race between declining computer hardware costs and declining support for public education. HSCS is succeeding because it exploits computing's unique ability to bridge between the worlds of play, study and employment.

This paper describes a current project to design an Introductory Computer Science Course for High School students. Problems concerning the choice of hardware, the selection of software, programming language(s) and the overall design of the curriculum are discussed. In addition, some previous related research is summarized and a plan for future activities is outlined.

One of the most important developments in the 70's has been the introduction of microcomputers.The impact of these systems presents a major challenge for computer educators today and in the foreseeable future.We must ask ourselves, "How can we best utilize such systems?",as well as, "How can we most effectively integrate microsystems into our Computer Science curriculum?" (1) Today it is possible to purchase an "off-theshelf" computer system for $595 (2) and this price will continue to decrease.The incorporation of minicomputer courses and laboratories in Computer Science Departments is still young (3,4), yet we're already facing a new era of computing with microsystems.Having worked with large systems for many years, we must now respond to different challenges and opportunities offered by small systems, e.g., the inherent restrictions of a smaller system versus its accessibility and availability for student "hands-on" experience.Though educators have tried to adapt to this rapid change in technology, only recently have articles appeared describing experiences in integrating micro-systems in Computer Science curricula (5,6).Though each paper covers different topics in varying degrees of depth, almost all the authors agree that having a micro-lab facility provides students with exposure to concepts and problems such as:actual hardware -computer operation -