Observations

The iconic representation of the JavaBeans played an important role in the students' learning processes. They created unique icons for each of the JavaBeans thereby establishing personal connections to them. While adding descriptors and connectors to each of their icons, they were able to develop an understanding of their functions and further refine their appearances. In addition, by taking their applets through a sample instantiation, they realized that a ``Hold" Bean would be needed to properly control the flow of data. These were rapidly integrated into each group's design. The students gradually acquired the event-driven mindset necessary for a correct design.

The students were actively involved in the process, obviously enjoying themselves and thoroughly engaged in their learning. One group even presented their applet design as an ``interpretive dance'', one member adopting the role of each Bean and then acting out its function! Each student in the group acted as a JavaBean and performed the task required as an instantiation tool place. They were even able to invent a new JavaBean whose purpose was to disintegrate the applet once the instantiation was finished. Although this JavaBean performs a questionnably important function, it was apparent that the students felt comfortable enough with the simCHET framework to extend it on their own.

The final trial showed conclusively that the students felt very comfortable with the simCHET framework. Moreover, it was evident that the nature of the technology did not constrain their imaginations. They were able to create unique applets and imagine functionalities that were not currently available. When told that certain functionalities would be more difficult to implement, the students chose to brainstorm other mechanisms to keep their designs interesting. Some of the mechanisms led to strategic collaborative games which were built by the PDG team.