As we may print: new directions in output devices and computational crafts for children
Proceedings of the 2003 conference on Interaction design and children
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
Topobo in the wild: longitudinal evaluations of educators appropriating a tangible interface
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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The advent of new technologies is expanding the possibilities for a richer, multi-sensory interaction to support children with learning difficulties in schools. However, little research has yet investigated how such innovative interaction can enhance the learning experience of these children. Effectively informing research and design of innovative educational, technological resources for children with learning difficulties requires relevant field study. Findings from a qualitative classroom study indicate the potential of tangible technologies to enhance these children's experiences by providing a variety of modes of representation, and opportunities for collaboration, physical engagement and hands-on exploration. They also provide an effective foundation for investigating how tangible interaction can help to structure exploratory learning: a recommended but problematic approach for these children.