A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning

Abstract

Spatial skills are essential for everyday tasks, and technology blends seamlessly into children's everyday environment. Since spatiality as a term is ubiquitous in experience this paper bridges literature in two fields: theories on early spatial learning in cognitive development and potential benefits of tangible user interfaces (TUIs) for supporting very young children's spatial skills. Studies suggest that the period between 2 and 4 years of age is critical for training spatial skills (e.g., mental rotation), which relate to further success in STEAM (science, technology, engineering, arts, and math) disciplines. We first present a review of the empirical findings on spatial skills, early interventions, and tools (i.e., narrative and gesture input) recommended for training preschool children's spatial skills. By situating the work within the use and benefits of manipulatives (e.g., building blocks, puzzles, shapes) combined with digital affordances in interaction design, we address the relevance of TUIs as complementary tools for spatial learning. We concentrate on the supporting properties of TUIs that enable playful learning, make storytelling more concrete, and provide embodiment effects through physicality. Through various products found in the market and literature that address the physical-digital convergence, we invite designers and researchers to consider design practices and applicable technology that build on present efforts and paradigms in this area. To contribute to this area, we conclude with a discussion of the gaps in design methods to develop technologies for children younger than 4 years old, and propose directions for future work to leverage new tools that serve very young children's spatial learning and possible inquiries for dual payoff.

Play-based design

“…Researcher Therefore, it is important to consider the tangible affordances of a physical representation of a voice agent for young children such that it can be part of physical play, including the use of physical props. This recommendation resonates with previous research findings suggesting that tangible interfaces were better at supporting children's active collaboration and more appropriate for younger children to refine their fine motor skills (Antle and Wise 2013, Baykal et al 2018, Horn et al 2012, Sylla et al 2016, Sylla et al 2015.…”

Thinking Through the Box: Evaluating a 3D Game to Engage Penetrative Thinking

“…Embodiment has become a paramount concept in HCI research (Dourish, 2001), and tangible interfaces have proven to be particularly well-suited for interaction design focusing on embodiment (Baykal et al, 2018). Specific to the present research, the benefits of tangible and embodied interaction have been observed in studies focused on a wide range of topics, including the relationship between spatial ability, puzzle solving, and abstract mapping (Macaranas et al, 2012;Antle and Wang, 2013); gaming performance (Reinhardt and Hurtienne, 2018); virtual reality interaction (Bozgeyikli and Bozgeyikli, 2019); and interactive learning environments (Malinverni et al, 2016).…”

Informing the design of a multisensory learning environment for elementary mathematics learning

“…The use of TUIs has been implemented in several learning applications, ranging from programming skills [33] to storytelling [34], science [35] as well as in the context of developmental disabilities [36], dyslexia [37], and visual impairment [38]. TUIs have also been proposed as optimal tools to enhance spatial learning in children, likely by improving mental rotation abilities [39]. The effectiveness of TUIs is grounded on the 'embodied' properties of such technological solutions, for example, studies show that gesturing about rotating objects improves mental rotation performance in children [40].…”