Fostering exploratory learning in students with intellectual disabilities: how can tangibles help?

Authors:
Taciana Pontual Falcão
Affiliations:
London Knowledge Lab - Institute of Education, London, UK
Venue:
Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction
Year:
2012

Citing 2
Cited 0

Tangible bits: towards seamless interfaces between people, bits and atoms

Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
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

Quantified Score

Hi-index	0.00

Visualization

Abstract

Students with intellectual disabilities tend to be reliant on other people's opinions and attitudes, and fear taking initiatives. Thus, they are reluctant to independently undertake activities of exploratory learning -- a pedagogical approach recommended by constructivist theories. This research aims to investigate how different aspects of tangibles, like physicality, multisensory and dynamic feedback, can better support more independent exploration for students with intellectual disabilities.