The 'virtual ambients' are worlds which investigate the effectiveness of virtual environments as simulated data collection environments for children engaged in inquiry-based science learning activities. Data collection has long been believed to be a valuable component of activity-based learning strategies, but for practical reasons is often replaced by pre-constructed databases. VR appears attractive for this purpose because it can provide access to simulated environments which might otherwise be impossible to visit in person, while still providing experiences analogous to those undertaken by a scientist in real experimental work.

We believe that the act of collecting and transcribing data will promote conceptual understanding by making the connection between the environment being studied and the ‘scientific’ representations of data drawn from that environment explicit. The clear need is to optimize the balance between scaffolding on the one hand, and engaging in low-level activities associated with scientific investigation on the other.


In February, 2000 we ran a pilot study at Lincoln Elementary with two sixth grade classrooms.

This study focused on using the space to learn about correlations - how field observations can be used to support or refute claims of correlation among variables. For the purposes of this study, we have constructed a simulated botanical environment consisting of eight kinds of plants, where correlation is a function not only of plant pairs but also of regional position within the landscape. A classroom is broken into several small groups. First scouting teams enter the space to survey the landscape. After they return and report to the class on what they found, the rest of the class divides up to do a thorough search. Each group surveys their assigned patch of ground (the size of several football fields) returning with information on the plants found there. The whole class then integrates this information to develop a comprehensive theory of plant co-occurrence, in the context of regional differences. A 2D Java interface allows us to quickly create new configurations of plants and we will use this to create different correlations for other grades in future years.

Here are some pictures that the scouting teams took within the space to take back to the class to describe the features of the landscape:

Here are some pictures of the sixth-graders exploring the space:

Details on that study were presented as Moher, T., Johnson, A., Cho, Y., Lin, Y., Observation-based Inquiry in a Virtual Ambient Environment, in the proceedings of the Fourth International Conference of the Learning Sciences, June 14-17, 2000, Ann Arbor, MI, pp 238-245. (pdf version)


In May, 2000 we ran a pilot study at Lincoln Elementary with one second grade classroom.

The second graders were similarly divided into groups of 3-4 children but they had a simpler goal of surveying the space to find out how many different kinds of plants grow there.

Here are some of their drawings of what they found:

We have also used the field with a fourth grade class learning about interpolation and extrapolation, a sixth grade class estimating population distributions while creating a 'field guide' for the field, and another sixth grade class looking for differential growth patterns in the plants.


While the children go to the ImmersaDesk(tm) to visit the Field, the Bee Dance comes to them. A 50" plasma panel driven by a PC is rolled into their classroom for several weeks and the children have a chance to watch this simuted version of the bee dance and try to decipher the meaning in the bee's movements.

So far one third grade class, one 4th grade class, and one 6th grade class have danced with the bees.


Our latest virtual ambient is an undersea world where the children board a virtual submarine. They can explore the shallow coral reef area or dive 15,000 feet deep to see the strange creatures that live at the bottom of the ocean. On the way down they can take readings on the temperature, pressure, light levels, and salinity of the water.


Additional information on this study and our current work can be found in the following:

Johnson, A., Moher, T., Cho, Y., Lin, Y., Haas, D., Kim, J., "Augmenting Elementary School Education with VR." In IEEE Computer Graphics and Applications Vol 22, No 2, March/April 2002, pp. 6-9. pdf version

Moher, T., Johnson, A., Cho, Y., First-Person Science Inquiry in Virtual Ambient Environments In the proceedings of CHI 2001, Mar 31 - Apr 5, 2001, Seattle, WA, pp. 261-262. pdf version

Moher, T., Johnson, A., First Person Science Inquiry 'in the Field' In the proceedings of IPT/EGVE 2001, May 16-18, Stuttgart, Germany, pp. 131-140. pdf version