{'fraction_non_alphanumeric': 0.015655577299412915, 'fraction_numerical': 0.005218525766470972, 'mean_word_length': 5.848214285714286, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Comparative analysis of Palm and wearable computers for Participatory Simulations

Recent educational computer-based technologies have offered promising lines of research that promote social constructivist learning goals, develop skills required to operate in a knowledge-based economy (Roschelle et al. 2000), and enable more authentic science-like problem-solving. In our research programme, we have been interested in combining these aims for curricular reform in school science by developing innovative and progressive handheld and wearable computational learning tools. This paper reports on one such line of research in which the learning outcomes of two distinct technological platforms (wearable computers and Palm hand-helds) are compared using the same pedagogical strategy of Participatory Simulations. Participatory Simulations use small wearable or hand-held computers to engage participants in simulations that enable inquiry and experimentation (Colella 2000) allowing students to act out the simulation themselves. The study showed that the newer and more easily distributable version of Participatory Simulations on Palms was equally as capable as the original Tag-based simulations in engaging students collaboratively in a complex problem-solving task. We feel that this robust and inexpensive technology holds great promise for promoting collaborative learning as teachers struggle to find authentic ways to integrate technology into the classroom in addition to engaging and motivating students to learn science.