91福利

Designing a Computer-Supported Collaborative Learning (CSCL) Application for Middle-School Biology Classrooms

Computer-aided simulation-based platforms can be effective tools for teaching school-level Biology curricula, as they do not require extensive space, prolonged time, or a controlled environment like a traditional Biology lab. Additionally, Computer-Supported Collaborative Learning (CSCL) platforms, which facilitate both individual and collaborative learning activities, encourage students to explore different viewpoints and approaches, enriching their learning experiences in Biology classrooms. The deployment of personal devices, such as tablets and Chromebooks, in classrooms has motivated educators to design collaborative learning tools tailored for these devices. However, prior research has demonstrated that using one-on-one devices may discourage students from communicating with each other, which can hinder collaboration. 

This observation prompted us to develop a web-based CSCL application aimed at teaching middle-school Biology curricula on how environmental factors impact the growth of different plants. In this application, multiple students connect their individual devices to form groups and collaboratively conduct plant simulation experiments under varying environmental conditions while mirroring their screens. We applied a co-design approach in the initial design phases of this application by collaborating with curriculum designers, middle-school teachers, and learning science experts. In the later design phases, we applied an iterative user-centered design approach to improve the user interface design, information flow, and knowledge construction methods. We conducted several mixed-method studies, both in a control laboratory and in-the-wild settings, with a total of ninety-eight middle-school students to evaluate the application鈥檚 affordance and usability.

Our study results demonstrated that the plant simulation application received very positive usability ratings from the students. Students collaborated and coordinated with their group members on planning and running the experiments to achieve a common goal, thus enhancing their classroom learning experiences. However, we also identified instances where collaboration was hindered by off-task activities, troubleshooting issues, and diverse group dynamics. This led us to outline potential guidelines for improving the plant simulation application, e.g., creating more collaboration opportunities through engaging concurrent activities that encourage participation from less active group members.

Presenters

Opening Doors, Closing Gaps through Algorithmic Audit

This paper presents a structured experiential learning framework designed to transition students from passive media consumers to active algorithmic auditors. By employing a standardized auditing protocol, participants evaluate a series of automated recommendations against a set of multidimensional variables, documenting the divergence between system prediction and human intent. The activity culminates in the development of custom logic models where students mathematically re-prioritize platform goals.

Theoretically, this framework synthesizes classical communication models of audience negotiation with established multi-stakeholder taxonomies from computer science. By treating the user, the creator, and the platform as distinct entities with competing interests, the protocol demystifies "black box" systems through the lenses of active learning and critical pedagogy. Preliminary implementation data suggests a significant increase in algorithmic literacy and a refined technical vocabulary among students. Ultimately, this approach empowers a new generation of media practitioners to identify systemic biases and advocate for more equitable, niche-supportive platform architectures.

Presenters

Investigating Digital Simulations for Ethics Learning in Computer Science

The need for ethical action for computing professionals has taken centre stage in recent years with advances in AI, high-profile tech scandals and significant fears for our future. Computer Science (CS) education has been including ethics using varying approaches, largely dependent on institution-based resources including educator interest and expertise. Simulations have been shown to be effective for learning in a number of higher education disciplines and we present Rehearsals, a digital simulation tool for learning about the Association for Computing Machinery (ACM) Code of Ethics in CS education.

Rehearsals currently has one simulation based on Principle 1.7 Honour Confidentiality, developed with the support of 91福利's Centre for Excellence in Learning and Teaching. The simulation consists of five scenes, each with a first-person point of view video setting the stage for a multiple choice question requiring ethical consideration. Intelligent agent coaching is also included. Rehearsals was demonstrated at this year鈥檚 ACM Special Interest Group on Computer Science Education (SIGCSE) conference and will be made available as free and open source through the CIRCLE lab at https://rehearsals.online.

This presentation will demonstrate Rehearsals, describe the design-based research behind it, share study results showing evidence of an increase in students鈥� performance on the recently developed Critical Reflection and Agency in Computing Index, and present our theoretical framework 鈥� Collectivist Design for Critical Consciousness in CS 鈥�  which outlines design guidelines for creating digital learning environments that are more effective for all learners, and includes a call to decenter CS education as technical only to further promote critical consciousness in computing.

Presenters