An empirical evaluation of graspable user interfaces: towards specialized, space-multiplexed input
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Tangible bits: towards seamless interfaces between people, bits and atoms
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
The functions of multiple representations
Computers & Education
Cognitive cubes: a tangible user interface for cognitive assessment
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Extending tangible interfaces for education: digital montessori-inspired manipulatives
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
Tangible User Interfaces Compensate for Low Spatial Cognition
3DUI '08 Proceedings of the 2008 IEEE Symposium on 3D User Interfaces
Tangible interfaces: when physical-virtual coupling may be detrimental to learning
BCS-HCI '12 Proceedings of the 26th Annual BCS Interaction Specialist Group Conference on People and Computers
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Tangible user interfaces (TUIs) have been the focus of much attention in the HCI and learning communities because of their many potential benefits for learning. However, there have recently been debates about whether TUIs can actually increase learning outcomes and if so, under which conditions. In this article, we investigate the effect of object representation (physical vs. virtual) on learning in the domain of spatial skills. We ran a comparative study with 46 participants to measure the effects of the object representation on the ability to establish a link between 2D and 3D representations of an object. The participants were split into two conditions: in the first one, the 3D representation of the object was virtual; in the second one, it was tangible. Findings show that in both conditions the TUI led to a significant improvement of the spatial skills. The learning outcomes were not different between the two conditions, but the performance during the activities was significantly higher when using the tangible representation as opposed to the virtual one, and even more so in for difficult cases.