Adapting the environment instead of oneself
Adaptive Behavior - Special issue on environment structure and behavior
Embodied cognition: a field guide
Artificial Intelligence
Conceptualising tangibles to support learning
Proceedings of the 2003 conference on Interaction design and children
Topobo: a constructive assembly system with kinetic memory
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Token+constraint systems for tangible interaction with digital information
ACM Transactions on Computer-Human Interaction (TOCHI)
Smart Blocks: a tangible mathematical manipulative
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
Designing tangibles for children: what designers need to know
CHI '07 Extended Abstracts on Human Factors in Computing Systems
An application of tangible interfaces in collaborative learning environments
ACM SIGGRAPH 2002 conference abstracts and applications
A representation approach to conceptualizing tangible learning environments
Proceedings of the 2nd international conference on Tangible and embedded interaction
Playing with the sound maker: do embodied metaphors help children learn?
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Physical manipulation: evaluating the potential for tangible designs
Proceedings of the 3rd International Conference on Tangible and Embedded Interaction
Action and representation in tangible systems: implications for design of learning interactions
Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction
Tangibles for learning: a representational analysis of physical manipulation
Personal and Ubiquitous Computing
From action to discourse: The bridging function of gestures
Cognitive Systems Research
Proceedings of the 11th International Conference on Interaction Design and Children
Exploring early designs for teaching anatomy and physiology to children using wearable e-textiles
Proceedings of the 12th International Conference on Interaction Design and Children
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The role of physical actions in learning has fostered enthusiasm for developing novel learning representations using emerging technologies such as tangibles. Indeed, as emerging devices blur the distinction between physical and graphical interfaces, it is important to build our understanding of how different forms of action and interaction will affect children's conceptual development. However, the mechanisms underpinning which actions support learning are often unclear. This paper offers a new perspective for examining the role of physical manipulation in learning by drawing a distinction between the actions generated by the hands and the resulting change in external representation. Arguments from existing research are revisited before using this distinction to identify implications for design.