Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
A taxonomy for and analysis of tangible interfaces
Personal and Ubiquitous Computing
Topobo in the wild: longitudinal evaluations of educators appropriating a tangible interface
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
LIFELONG INTERACTIONS: Embodied child computer interaction: why embodiment matters
interactions - The Counterfeit You
NoiseBear: a wireless malleable multiparametric controller for use in assistive technology contexts
CHI '13 Extended Abstracts on Human Factors in Computing Systems
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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 can better support more independent exploration for students with intellectual disabilities. In this paper we discuss three relevant themes that have emerged from ongoing analysis of empirical studies where children with intellectual disabilities experimented with four different tangible systems: the importance of both space and time dimensions of embodiment; the complexity of conveying concepts through audio representations; and the role of actions both as cognitive resources for thinking and expression.