Designing the user interface (2nd ed.): strategies for effective human-computer interaction
Designing the user interface (2nd ed.): strategies for effective human-computer interaction
Degrees of comprehension: children's understanding of a visual programming environment
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Alice: a rapid prototyping system for building virtual environments
CHI '94 Conference Companion on Human Factors in Computing Systems
Urp: a luminous-tangible workbench for urban planning and design
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Physical programming: designing tools for children to create physical interactive environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Presence: Teleoperators and Virtual Environments
Conceptualising tangibles to support learning
Proceedings of the 2003 conference on Interaction design and children
What's the big idea? Toward a pedagogy of idea power
IBM Systems Journal
From turtles to Tangible Programming Bricks: explorations in physical language design
Personal and Ubiquitous Computing
ACM Computing Surveys (CSUR)
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Child's play: a comparison of desktop and physical interactive environments
Proceedings of the 2005 conference on Interaction design and children
Communications of the ACM - Self managed 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
Finding design qualities in a tangible programming space
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Designing tangible programming languages for classroom use
Proceedings of the 1st international conference on Tangible and embedded interaction
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
The robot is the program: interacting with roBlocks
Proceedings of the 2nd international conference on Tangible and embedded interaction
Handcrafted physical syntax elements for illetterate children: initial concepts
IDC '08 Proceedings of the 7th international conference on Interaction design and children
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Comparing the use of tangible and graphical programming languages for informal science education
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Hands on what?: comparing children's mouse-based and tangible-based interaction
Proceedings of the 8th International Conference on Interaction Design and Children
The role of cultural forms in tangible interaction design
Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction
Challenge and creativity: using .NET gadgeteer in schools
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
Translating Roberto to Omar: computational literacy, stickerbooks, and cultural forms
Proceedings of the 12th International Conference on Interaction Design and Children
TUI, GUI, HUI: is a bimodal interface truly worth the sum of its parts?
Proceedings of the 12th International Conference on Interaction Design and Children
TanPro-kit: a tangible programming tool for children
Proceedings of the 12th International Conference on Interaction Design and Children
Interaction design, books, and cultural forms
Proceedings of the 12th International Conference on Interaction Design and Children
International Journal of Human-Computer Studies
Activity pad: teaching tool combining tangible interaction and affordance of paper
Proceedings of the 2013 ACM international conference on Interactive tabletops and surfaces
Personal and Ubiquitous Computing
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Research involving tangible interaction and children has often focused on how tangibles might support or improve learning compared to more traditional methods. In this paper, we review three of our research studies involving tangible computer programming that have addressed this question in a variety of learning environments with a diverse population of children. Through these studies, we identify situations in which tangible interaction seems to offer advantages for learning; however, we have also identify situations in which tangible interaction proves less useful and an alternative interaction style provides a more appropriate medium for learning. Thus, we advocate for a hybrid approach--one that offers teachers and learners the flexibility to select the most appropriate interaction style to meet the needs of a specific situation.