Bringing Tabletop Technologies to Kindergarten Children

Marco, Javier; Cerezo, Eva; Baldassarri, Sandra; Mazzone, Emanuela; Read, Janet C.

doi:10.14236/ewic/hci2009.12

Cited by 29 publications

(15 citation statements)

References 14 publications

(14 reference statements)

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“…Ishii and Ullmer (1997) described TUIs in three classes: (1) Interactive Surfaces (an active interface between physical and virtual worlds), The range of possible combinations of novel links between physical action and digital representations can be one of the primary learning benefits of tangible interfaces for young children [5,59,66]. As also highlighted in spatial cognition literature, tangible interaction is based on physical actions with tangible physical objects that provide spatial properties (i.e., location, orientation, and configuration), and physical attributes (i.e., visual, tactile, and audio) [5,56,63]. Physical action such as gesturing helps young learners to extract information and learn concepts from hand movements [33] as well as demonstrating their own knowledge.…”

Section: What Are Tuis and Why Can (And Should) They Facilitate Earlymentioning

confidence: 99%

“…We found very few adapted cooperative and participatory design methods with children. Since most child-centered methods rely on the cooperative evaluations and verbalization techniques (e.g., interviews, diary keeping, questionnaires), young children have not been directly involved in design process [56]. This is mostly because young children are less able to read, write, verbalize their thoughts, and concentrate on a task easily [56].…”

Section: Discussing Current Gaps To Bridge Two Disciplinesmentioning

confidence: 99%

“…Since most child-centered methods rely on the cooperative evaluations and verbalization techniques (e.g., interviews, diary keeping, questionnaires), young children have not been directly involved in design process [56]. This is mostly because young children are less able to read, write, verbalize their thoughts, and concentrate on a task easily [56]. An initial effort by Farber et al, (2002) was to modify Druin's influential Cooperative Inquiry [19] for including children between 4-6 years old [25].…”

Section: Discussing Current Gaps To Bridge Two Disciplinesmentioning

confidence: 99%

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

Baykal

Alaca

Yantaç

et al. 2018

International Journal of Child-Computer Interaction

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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.

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Section: What Are Tuis and Why Can (And Should) They Facilitate Earlymentioning

confidence: 99%

Section: Discussing Current Gaps To Bridge Two Disciplinesmentioning

confidence: 99%

Section: Discussing Current Gaps To Bridge Two Disciplinesmentioning

confidence: 99%

See 1 more Smart Citation

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

Baykal

Alaca

Yantaç

et al. 2018

International Journal of Child-Computer Interaction

View full text Add to dashboard Cite

show abstract

“…front = forward for a controller) has been reinforced to such a degree that it is automated, bypassing the need for working memory processing altogether. In a development of farm animal tangible tabletop tutoring prototype for preschool-aged children, the authors found that coherent mappings had usability benefits and enabled children to focus on the activity rather than on how to interact with the tangible farm objects (Marco et al, 2009).…”

Section: Implications For Tui Designmentioning

confidence: 99%

Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design

Antle

Wise

2013

Interacting With Computers

150

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Many researchers have suggested that tangible user interfaces (TUIs) have potential for supporting learning. However, the theories used to explain possible effects are often invoked at a very broad level without explication of specific mechanisms by which the affordances of TUIs may be important for learning processes. Equally problematic, we lack theoretically grounded guidance for TUI designers as to what design choices might have significant impacts on learning and how to make informed choices in this regard. In this paper, we build on previous efforts to address the need for a structure to think about TUI design for learning by constructing the Tangible Learning Design Framework. We first compile a taxonomy of five elements for thinking about the relationships between TUI features, interactions and learning. We then briefly review cognitive, constructivist, embodied, distributed and social perspectives on cognition and learning and match specific theories to the key elements in the taxonomy to determine guidelines for design. In each case, we provide examples from previous work to explicate our guidelines; where empirical work is lacking, we suggest avenues for further research. Together, the taxonomy and guidelines constitute the Tangible Learning Design Framework. The framework advances thinking in the area by highlighting decisions in TUI design important for learning, providing initial guidance for thinking about these decisions through the lenses of theories of cognition and learning, and generating a blueprint for research on testable mechanisms of action by which TUI design can affect learning. RESEARCH HIGHLIGHTS • The Tangible Learning Design Framework is a structure for thinking about TUI design for learning that builds on previous efforts in this area; • A taxonomy of five elements for thinking about the relationships between TUI features, interactions and learning is compiled; • Cognitive, constructivist, embodied, distributed and social perspectives on cognition and learning are reviewed; • Specific theories within each perspective are matched to key elements in the taxonomy to generate guidelines for TUI learning design; • Research areas that require further investigation are identified.

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“…Destaca-se que a interface se apresenta de maneira a configurar a diversão das crianças-usuárias, propiciando uma comunicação e interação entre os participantes [Vygotsky 2001] por meio do uso de Visual Interaction Platform (VIP), tipo de Interface Natural (Natural User Interface -NUI) que trabalha com as habilidades de manipulação de objetos para interação entre os usuários. De forma distinta, apesar de adotar o mesmo tipo de jogo (tabuleiro), Marco et al (2009) desenvolveram uma mesa-tabuleiro que apresenta interação tangível para crianças do jardim da infância por meio de uma fazenda (sendo os bonecos e objetos virtuais). Com isso os autores objetivaram o desenvolvimento psicomotor de crianças de 3 a 4 anos.…”

Section: Análise Das Pesquisas Que Combinam Icc E Ra Para Jogos Digitunclassified

Revisão Sistemática para estudo de Interação Criança-Computador associada a RA e Jogos Digitais

Modesto¹,

Mustaro²

2014

Workshops Do Congresso Brasileiro De Informática Na Educação

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Considering the use of computing devices (mobile or not) by the children, as well as the emergence of the relevant studies related to interfaces for children (Child Computer Interaction-CCI), it was attempted to, through the realization of a systematic review, analyze concerning the development of digital games with Augmented Reality (AR) research. As a result it was obtained a list of 17 articles, and of these only ten met the proposed questions. Among the results, it was found that the applications are recent and directed to the educational process, constituting a gap in literature digital games strictly for the children's entertainment. It was also possible to map the base of scientific articles that explores the combination of ICC, RA and digital games as well as a specific event that discussions in this regard are undertaken. Resumo. Tendo em vista o uso de dispositivos computacionais (móveis ou não) por parte das crianças, bem como o surgimento de estudos pertinentes à ao uso de interfaces para crianças (Interação Criança Computador-ICC), buscou-se, por meio da realização de uma revisão sistemática, analisar as investigações concernentes ao desenvolvimento de jogos digitais com Realidade Aumentada (RA). Como resultado obteve-se uma lista de 17 artigos, sendo que destes apenas dez satisfaziam os questionamentos propostos. Dentre os resultados, identificou-se que as aplicações são recentes e voltadas aos processos educacionais, constituindo uma lacuna na literatura os jogos digitais estritamente para o entretenimento infantil. Também foi possível mapear a base de artigos científicos que explora a combinação de ICC, RA e jogos digitais, bem como um evento específico em que discussões a esse respeito são empreendidas.

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Bringing Tabletop Technologies to Kindergarten Children

Cited by 29 publications

References 14 publications

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

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

Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design

Revisão Sistemática para estudo de Interação Criança-Computador associada a RA e Jogos Digitais

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