Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Guidelines for usability testing with children
interactions
Digital manipulatives: new toys to think with
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Usability testing with young children
Proceedings of the 2004 conference on Interaction design and children: building a community
Extending tangible interfaces for education: digital montessori-inspired manipulatives
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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
In search for evaluation methods for children's tangible technology
Proceedings of the 2006 conference on Interaction design and children
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
Storytelling through drawings: evaluating tangible interfaces for children
CHI '09 Extended Abstracts on Human Factors in Computing Systems
Tangibles for children,: the challenges
CHI '09 Extended Abstracts on Human Factors in Computing Systems
BCS-HCI '08 Proceedings of the 22nd British HCI Group Annual Conference on People and Computers: Culture, Creativity, Interaction - Volume 2
Experience it, draw it, rate it: capture children's experiences with their drawings
Proceedings of the 8th International Conference on Interaction Design and Children
Designing a long term study evaluating a physical interface for preschoolers
Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction
Proceedings of the 8th International Conference on Tangible, Embedded and Embodied Interaction
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In an effort to better understand the learning potential of a tangible interface, we conducted a comparison study between a tangible and a traditional graphical user interface for teaching preschoolers (In Portugal, children enter preschool at the age of three and they attend it till entering school, normally at the age of six) about good oral hygiene. The study was carried with two groups of children aged 4 to 5聽years. Questionnaires to parents, children's drawings, and interviews were used for data collection and analysis and revealed important indicators about children's change of attitude, involvement, and preferences for the interfaces. The questionnaires showed a remarkable change of attitude toward tooth brushing in the children that interacted with the tangible interface; particularly children's motivation increased significantly. Children's drawings were used to assess their degree of involvement with the interfaces. The drawings from the children that interacted with the tangible interface were very complete and detailed suggesting that the children felt actively involved with the experience. The results suggest that the tangible interface was capable of promoting a stronger and long-lasting involvement having a greater potential to engage children, therefore potentially promoting learning. Evaluation through drawing seems to be a promising method to work with preliterate children; however, it is advisable to use it together with other methods.