Moher, T.Johnson, A.Cho, Y.Lin, Y.B. Froehlich and J. Deisinger and H.-J. Bullinger2014-01-272014-01-27200132118367131727-530Xhttps://doi.org/10.2312/EGVE/EGVE01/131-140In this paper we describe a class of restricted simulations, virtual ambients, designed to support science inquiry learning among elementary school students. These simulations employ large multi-user VR displays to support first-person collaborative exploration, data collection, and the construction of support for hypotheses in simulated environments. In order to reduce the cognitive load on learners, navigation is used instead of the traditional learning simulations' direct control of independent model variables. Users may observe phenomena in virtual environments, but cannot affect the course of the underlying simulation. We report on our early experience with second, fourth, and sixth grade students in an elementary school employing a configurable virtual ambient named the Field.