Computers as theatre
Getting a grip on tangible interaction: a framework on physical space and social interaction
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
reacTIVision: a computer-vision framework for table-based tangible interaction
Proceedings of the 1st international conference on Tangible and embedded interaction
The CTI framework: informing the design of tangible systems for children
Proceedings of the 1st international conference on Tangible and embedded interaction
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
DIY design process for interactive surfaces
Proceedings of the 23rd British HCI Group Annual Conference on People and Computers: Celebrating People and Technology
Proceedings of the fifth international conference on Tangible, embedded, and embodied interaction
Towards Utopia: designing tangibles for learning
Proceedings of the 10th International Conference on Interaction Design and Children
An open-ended tangible environment for disabled children's learning
Proceedings of the 10th International Conference on Interaction Design and Children
Designing learning representations around physical manipulation: hands and objects
Proceedings of the 10th International Conference on Interaction Design and Children
The design of t-vote: a tangible tabletop application supporting children's decision making
Proceedings of the 10th International Conference on Interaction Design and Children
Evaluating technology that makes physical games for children more engaging
Proceedings of the 10th International Conference on Interaction Design and Children
Pattern poses: embodied geometry with tangibles and computer visualization
Proceedings of the 10th International Conference on Interaction Design and Children
A pre-history of handheld projector-based interaction
Personal and Ubiquitous Computing
Personal and Ubiquitous Computing
Tangible user interfaces for learning
International Journal of Technology Enhanced Learning
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In tangible learning systems, the facility to promote physically active engagement highlights the need to understand how different designs impact on action and interaction, and the subsequent implications for learning. This paper draws on studies involving two tangible learning systems to analyse the effect of design choices on the kinds of (inter)actions engendered and how they create, shape and constrain different learning opportunities. Main findings suggest the need to promote and allow for different kinds of opportunities for conceptual reflection within the collective physical interaction; the importance of balancing collective representations and individual action-effect links; and the need to enhance appropriate awareness when dealing with several loci of attention.