Digital manipulatives

Resnick, Mitchel; Martin, Fred; Berg, Robert; Borovoy, Rick; Colella, Vanessa Stevens; Kramer, Kwin; Silverman, Brian S.

doi:10.1145/274644.274684

Cited by 317 publications

(44 citation statements)

References 21 publications

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“…More specifically, a collection of researchers has investigated design patterns on engineering tasks through think-alouds (Atman & Bursic, 1998;Ericsson & Simon, 1980;Russ et al, 2008). When considering expertise in the engineering context, many of the constructs discussed have been cast under different names: computational thinking (Resnick et al, 1998;Wing, 2006;Guzdial, 2008), designing thinking (Dym, 1999;Dym, Agogino, Eris, Frey, & Leifer, 2005), and mechanistic reasoning (Russ et al, 2008). Because each of these constructs could easily be the subject of an entire review, we will only mention them in passing as to indicate that these ideas have contributed to the analyses in this paper we will focus on a single body of literature by Atman and her collaborators (Adams, Turns and Atman, 2003;Atman & Bursic, 1998;Atman, Chimka, Bursic, and Nachtmann, 1999;Atman et al, 2007;Atman, Kilgore, & McKenna, 2008) and which is representative of the state of the field, and is directly related to our analyses.…”

Section: Research On Expertisementioning

confidence: 99%

Analyzing Engineering Design through the Lens of Computation

Worsley¹,

Blikstein

2014

Learning Analytics

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Learning analytics and educational data mining are introducing a number of new techniques and frameworks for studying learning. The scalability and complexity of these novel techniques has afforded new ways for enacting education research and has helped scholars gain new insights into human cognition and learning. Nonetheless, there remain some domains for which pure computational analysis is currently infeasible. One such area, which is particularly important today, is open-ended, hands-on, engineering design tasks. These open-ended tasks are becoming increasingly prevalent in both K-12 and post-secondary learning institutions, as educators are adopting this approach in order to teach students real-world science and engineering skills (e.g., the "Maker Movement"). This paper highlights findings from a combined human-computer analysis of students as they complete a short engineering design task. The study uncovers novel insights and serves to advance the field's understanding of engineering design patterns. More specifically, this paper uses machine learning on hand-coded video data to identify general patterns in engineering design and develop a fine-grained representation of how experience relates to engineering practices. Finally, the paper concludes with ideas on how the specific findings from this study can be used to improve engineering education and the nascent field of "making" and digital fabrication in education. We also discuss how human-computer collaborative analyses can grow the learning analytics community and make learning analytics more central to education research.

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Section: Research On Expertisementioning

confidence: 99%

Analyzing Engineering Design through the Lens of Computation

Worsley¹,

Blikstein

2014

Learning Analytics

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“…For example, manipulatives have been used for years to assist in mathematics education [1][2][3]. Similarly tangibles are a particularly useful tool for children when interacting with technology because of the [4,12,13].…”

Section: Related Workmentioning

confidence: 99%

“…A skill acquired very early in life is the ability to manipulate tangible objects. As a case-in-point, mathematics education has long used manipulatives for introducing young children to mathematical concepts as their intuitive understanding of the physical enables them to transition into the realm of the conceptual [1][2][3]. Using tangibles for computing operations takes advantage of this existing skillset: pen-based interaction is a testament to this.…”

Section: Introductionmentioning

confidence: 99%

CapTUI: Geometric Drawing with Tangibles on a Capacitive Multi-touch Display

Blagojevic

Plimmer

2013

Human-Computer Interaction – INTERACT 2013

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Abstract. We present CapTUI, an innovative drawing tool that detects tangible drawing instruments on a capacitive multi-touch tablet. There are three core components to the system: the tangible hardware, the recognizer used to identify the tangibles and the drawing software that works in tandem with the tangibles to provide intelligent visual drawing guides. Our recognizable tangible drawing instruments are a ruler, protractor and set square. Users employ these familiar physical instruments to construct digital ink drawings on a tablet in an intuitive and engaging manner. The visual drawing guides enhance the experience by offering the user helpful cues and functionalities to assist them to draw more accurately. A user evaluation comparing CapTUI to an application with passive tools showed that users significantly preferred CapTUI and found that the visual guides provide greater accuracy when drawing.

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“…Instead, these products exhibit a range of interface modalities: they can be haptic (sensitive to touch), manipulative (three-dimensional) (Resnick et al, 1998) or anthropomorphic in the sense of simulating human characteristics such as movement or emotion (Strommen & Alexander, 1999). These toys are not tethered by cables in the same way as personal computers and so are portable.…”

Section: Ict Resources and Choicesmentioning

confidence: 99%

Information and Communication Technologies in Pre-school Settings: a review of the literature

Stephen

Plowman

2003

International Journal of Early Years Education

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This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICT) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICT the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICT as one element in the multi-media mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICT makes to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICT can play a compensatory and engaging role or further entrench disadvantage ('the digital divide') is discussed. The review concludes that the pedagogical imperative must remain with practitioners. SommaireCet article passe en revue la documentation de recherche relative à l'emploi des technologies d'informatique et de communication (TIC) dans le cadre de l'apprentissage préscolaire. Si l'opinion est largement répandue qu'il faille aider les enfants à se familiariser avec les TIC, les articles de recherche sur ce sujet présentent une image plus conditionnelle concernant les avantages potentiels et les divisions éventuelles que ces technologies peuvent amener. La revue envisage le débat polarisé de savoir si l'emploi de l'ordinateur est souhaitable pour les enfants en bas âge; la position des TIC en tant qu'élémnet parmi la gamme des média auxquels les enfants sont exposés; la documentation existante concernant la disponibilité et les applications pratiques dans le cadre préscolaire au Royaume-Uni et les perspectives sur la contribution apporté par les TIC dans le domaine de l'apprentissage. Le besoin qu'ont les adultes et les enfants d'acquérir une solide compétence est identifié ainsi que la nécessité qu'ont les enseignants d'avoir la formation nécessaire afin d'être à même de faire un choix de ressources approprié. Comment les TIC peuvent jouer un rôle compensatoire et engageant ou au contraire accentuer le désavantage (la défavorisation digitale) fait l'objet d'une discussion. La revue conclut que l'impératif pédagogique doit rester aux mains des enseignants. Sumario:Este artículo examina los resultados de las investigaciones realizadas sobre el uso de las Tecnologías de Información y Comunicación (TIC) en marcos preescolares. Mientras que existe un acuerdo general en que se debería ayudar a los niños a que gradualmente vayan adquiriendo soltura y confianza en el uso de las TIC, el material publicado nos ofrece una perspectiva más cualificada de los beneficios así como de las barreras con las que potencialmente pueden encontrarse. Este estudio examina el debate polarizado sobre si el uso de ordenadores por parte de niños pequeños es o no

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Digital manipulatives

Cited by 317 publications

References 21 publications

Analyzing Engineering Design through the Lens of Computation

Analyzing Engineering Design through the Lens of Computation

CapTUI: Geometric Drawing with Tangibles on a Capacitive Multi-touch Display

Information and Communication Technologies in Pre-school Settings: a review of the literature

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