Affordance, conventions, and design
interactions
The drift table: designing for ludic engagement
CHI '04 Extended Abstracts on Human Factors in Computing Systems
Proceedings of the 13th annual ACM international conference on Multimedia
Siftables: towards sensor network user interfaces
Proceedings of the 1st international conference on Tangible and embedded interaction
FireFlies: supporting primary school teachers through open-ended interaction design
Proceedings of the 24th Australian Computer-Human Interaction Conference
Augmenting play and learning in the primary classroom
Proceedings of the 12th International Conference on Interaction Design and Children
Activity pad: teaching tool combining tangible interaction and affordance of paper
Proceedings of the 2013 ACM international conference on Interactive tabletops and surfaces
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In this paper we investigate how technologies can be designed to support learning in preparatory classrooms by augmenting existing learning objects. By following an iterative interaction design process of working with teachers and children within the classroom environment, we can better design technologies through the augmentation (rather than replacement) of existing learning activities. Our case study -- the Discovery Table -- uses a variety of technologies to allow everyday plastic symbols of letters and numbers to be placed on a technology augmented table in order to provide visual, audible and tangible feedback to the children. Discovery Table demonstrates a first step towards more fundamental work towards successful design for tangible learning.