Scandinavian Journal of Information Systems - Special issue on information technology in human activity
Windows and Mirrors: Interaction Design, Digital Art, and the Myth of Transparency
Windows and Mirrors: Interaction Design, Digital Art, and the Myth of Transparency
Thoughtful Interaction Design: A Design Perspective on Information Technology
Thoughtful Interaction Design: A Design Perspective on Information Technology
Raw emotional signalling, via expressive behaviour
Proceedings of the 2005 international conference on Augmented tele-existence
Non-formal therapy and learning potentials through human gesture synchronised to robotic gesture
Universal Access in the Information Society
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The learning within and the design of a learning (or therapeutic) situation constitutes a situated activity with inherent actions and interventions. The participant profile influences the facilitator's decisions on how to set up the attributes of the environment relative to the desired learning process and the expected outcome of that process. This paper presents a model which was developed relative to the development, use and evaluation of interactive spaces for playful learning. However, the model has a more generic value as it has been used in learning situations where other forms of resources and/or methods have been used. Thus, the general results upon which the present model is created, indicate that a playful learning tool may be construed by an open-ended design, in the sense that its (im)material affordances should in a flexible way support inclusion of different forms of emergent interaction and forms of play.