Being There: Putting Brain, Body, and World Together Again
Being There: Putting Brain, Body, and World Together Again
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
The CTI framework: informing the design of tangible systems for children
Proceedings of the 1st international conference on Tangible and embedded interaction
A design theme for tangible interaction: embodied facilitation
ECSCW'05 Proceedings of the ninth conference on European Conference on Computer Supported Cooperative Work
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
Creative idea exploration within the structure of a guiding framework: the card brainstorming game
Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction
Tangibles in the balance: a discovery learning task with physical or graphical materials
Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction
Tangible User Interfaces: Past, Present, and Future Directions
Foundations and Trends in Human-Computer Interaction
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Towards Utopia: designing tangibles for learning
Proceedings of the 10th International Conference on Interaction Design and Children
Personal and Ubiquitous Computing
Five key challenges in end-user development for tangible and embodied interaction
Proceedings of the 15th ACM on International conference on multimodal interaction
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Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.