Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Personal and Ubiquitous Computing
From turtles to Tangible Programming Bricks: explorations in physical language design
Personal and Ubiquitous Computing
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Design requirements for technologies that encourage physical activity
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
SMALLab: a mediated platform for education
ACM SIGGRAPH 2006 Educators program
Using games to increase exercise motivation
Future Play '07 Proceedings of the 2007 conference on Future Play
Design influence on social play in distributed exertion games
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The mathematical imagery trainer: from embodied interaction to conceptual learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Toward an embodied-interaction design framework for mathematical concepts
Proceedings of the 10th International Conference on Interaction Design and Children
NFC-based interactive learning environments for children
Proceedings of the 10th International Conference on Interaction Design and Children
Graph hopping: learning through physical interaction quantification
Proceedings of the 12th International Conference on Interaction Design and Children
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A key affordance of computational learning environments is that they can be designed to instantiate specific rules and causal relationships between user inputs and perceptual output. In this sense, designers can attempt to engineer specific trajectories of learners' conceptual development by devising situations they believe will help learners construct a particular concept/scheme. We revisit and elaborate upon Papert's notion of 'body syntonicity' and present a three-parameter model of interaction to describe how the interplay between a learner's prior knowledge, immediate perceptions, and goals embedded into the instructional situation contributes to the emergence of new conceptual schemes. We retrospectively apply this model to prior works and to a current instructional design that combines mathematics learning with physical exercise.