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Computer-aided simulation-based platforms have been shown to be effective tools for teaching STEM concepts. At the same time, Computer Supported Collaborative Learning (CSCL) platforms encourage different viewpoints and approaches from the learners which can enrich the learning experience in STEM classrooms. The deployment in recent years of networked personal devices such as Chromebooks in classrooms has motivated educators to design collaborative learning tools for these devices. However, prior work has shown that using one-on-one devices may discourage students from talking among each other, which hinders collaboration. To understand the affordances of personal devices for CSCL tools within Biology curricula, we designed a collaborative plant growth simulation application that provides mirrored plant growth simulation views for every group member to facilitate a common visualization. In this paper, we present our findings from an in-the-wild study that evaluated the affordance and usability of the plant growth simulation application and investigated the nature of collaboration and engagement aided through the simulation mirroring feature. Our study results showed that the plant simulation application had high usability and acceptance. Moreover, mirroring the plant growth simulation improved collaboration, generated excitement, and stimulated conversation. We also identified episodes where collaboration was hindered due to off-task activities, troubleshooting, group dynamics, and lack of understanding that led us to outline some potential guidelines to improve the collaborative learning experience for the students in Biology classroom. 

Creating effective middle school STEM curricula requires a combination of individual and collaborative learning. Prior studies showed that finding a proper balance and providing uninterrupted knowledge transmission between different learning modes can be challenging in such mixed pedagogical approaches. In this paper, we present a multi-device interactive educational platform named SimSnap to teach biology curriculum to middle school children. SimSnap facilitates interactions among touchscreen Chromebooks to perform in-class individual and group activities. We present a usability analysis study with eight middle school children where they learn about the influence of temperature on tomato plant growth. Our study demonstrated that SimSnap facilitates group discussions to complete collaborative tasks. It also creates seamless knowledge propagation between prior to current tasks to learn about more complex concepts from previous simpler activities. Middle school children gave overall high usability ratings and positive feedback on SimSnap. This study also helped to outline some design recommendations for future improvements of SimSnap.