Smart Toys Design Opportunities for Measuring Children's Fine Motor Skills Development

Mironcika, Svetlana; Schipper, Antoine de; Brons, Annette; Toussaint, H.M.; Kröse, B.J.A.; Schouten, Ben

doi:10.1145/3173225.3173256

Cited by 23 publications

(12 citation statements)

References 13 publications

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“…It showed that high engagement with TUI "benefits for critical thinking, problemsolving and also supporting active learning" [26] and fostered exploration and improvisation, which gave children more initiative for learning [56]. Eight studies found participants enjoy tangible learning experiences [5,29,56,76,101,110,115,141], even though sometimes the tangible task was too difficult for them [91]. Compared to screen-focused interaction, TUIs were more interesting [76] and appealing to children [56] because the multi-sensory and ambiguous aspects of TUIs were fun, and had tactile, embodied interactions and patterns [101], e.g., story creating [56] and activities on the theatre stage [101].…”

Section: Impact On Learners' Emotionmentioning

confidence: 99%

A Meta-Analysis of Tangible Learning Studies from the TEI Conference

Liang

Preissing

et al. 2022

Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction

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Tangible learning has received increasing attention. However, in the recent decade, it has no comprehensive overview. This study aimed to fill the gap and reviewed 92 publications from all the TEI conference proceedings (2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021). We analysed previous studies' characteristics (e.g., study purpose and interactive modalities) and elaborated on three common topics: collaborative tangible learning, tangibles' impacts on learning, and comparisons between tangibles and other interfaces. Three key findings were: (1) Tangibles impacted learning because it could scaffold learning, change learning behaviour, and improve learning emotion; (2) We should see the effectiveness of tangibles with rational and critical minds. (3) Some studies emphasised too much on the interaction of tangibles and ignored their metaphor meanings. For future work, we suggest avoiding an intensive cluster on collaboration and children and consider other valuable areas, e.g., tangibles for teachers, tangibles' social and emotional impacts on students, tangible interaction's meaning and metaphor. CCS CONCEPTS• Applied computing → Education; • Human-centered computing → Human computer interaction (HCI).

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Section: Impact On Learners' Emotionmentioning

confidence: 99%

A Meta-Analysis of Tangible Learning Studies from the TEI Conference

Liang

Preissing

et al. 2022

Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction

View full text Add to dashboard Cite

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“…Tangible artifacts have been already experimented in game research to increase players' involvement and enjoyment (e.g., Sullivan et al, 2018), but received a minor attention in the gamification domain. Smart tangible toys (Mironcika et al, 2018), for instance, could be used for gamifying serious tasks or supporting change in behavior. Likewise, personal fabrication technologies such as 3D printers could be appropriated within a game frame (Bhaduri et al, 2017) to create novel gamified activities (Rapp et al, 2017).…”

Section: What's Nextmentioning

confidence: 99%

Strengthening gamification studies: Current trends and future opportunities of gamification research

Rapp

Hopfgartner

Hamari

et al. 2019

International Journal of Human-Computer Studies

193

126

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“…En la última década, el diseño de estos objetos ha propiciado la interacción activa juguete-usuario a partir de juguetes inteligentes que se adaptan a las condiciones y exigencias del usuario final, haciendo uso de las tecnologías de información y comunicación vigentes (Mironcika et al, 2018;Yamada-Rice, 2018). Al ser el niño el usuario final de los juguetes infantiles, este comienza a tener un rol protagónico durante las diferentes etapas del proceso de diseño.…”

Section: Niveles De Participación Infantil En Los Procesos De Diseño unclassified

Codiseño de juguetes: Una experiencia de construcción social entre niños, educadores infantiles y diseñadores industriales

et al. 2019

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El presente estudio de caso, de carácter cualitativo e intrínseco, tiene como propósito comprender el rol del niño en el proceso de codiseño de juguetes con profesionales en formación y docentes universitarios de los programas de pregrado de Diseño Industrial y Licenciatura en Pedagogía Infantil, desarrollados en el marco del espacio denominado Codiseño de juguetes, el cual constituye la unidad de análisis del presente estudio. Este espacio de carácter participativo, intergeneracional, multidisciplinario e inspirado en la filosofía Reggio Emilia, que fue desarrollado desde un enfoque transformativo y de justicia social, reveló que los niños participantes jugaron, principalmente, el rol de informantes en las etapas de reconocimiento de intereses del usuario e ideación del objeto, lo que permitió la identificación de affordances pragmáticos asociados a prototipos de juguetes. El rol activo del niño como sujeto de derecho se evidenció en el proceso, en la medida en que ejerció su derecho a la libre expresión y a la participación en los procesos de toma de decisiones en los aspectos asociados a las características y funcionalidad del futuro juguete. Las limitaciones del estudio y futuras direcciones respecto de esta temática también se discuten en este artículo.

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Smart Toys Design Opportunities for Measuring Children's Fine Motor Skills Development

Cited by 23 publications

References 13 publications

A Meta-Analysis of Tangible Learning Studies from the TEI Conference

A Meta-Analysis of Tangible Learning Studies from the TEI Conference

Strengthening gamification studies: Current trends and future opportunities of gamification research

Codiseño de juguetes: Una experiencia de construcción social entre niños, educadores infantiles y diseñadores industriales

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