Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
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
| Hi-index | 0.00 |
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. Building on classic constructivist theories of cognition, I introduce a three-parameter model of interaction to describe how the interplay between a learner's prior knowledge; immediate perceptions; and the objectives of an instructional situation contributes to the emergence of new conceptual schemes. I describe how this model has informed the design of embodied interactions for supporting mathematics learning through physical exercise.