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Conceptualising tangibles to support learning

Marshall, P; Price, S; Rogers, Y; (2003) Conceptualising tangibles to support learning. In: IDC '03 Proceedings of the 2003 conference on Interaction design and children. (pp. 101 - 110). ACM Press

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Abstract

We present a new way of conceptualising tangibles for learning. This scheme adopts Heidegger's analysis of the ways a user can treat a tool: either as 'ready-to-hand' or 'present-at-hand'. It also proposes two types of activity a learner can engage in when using a tangible: either exploratory or expressive activity. Finally, two types of models that a user can explore are proposed: theoretical and practical models.Examples from the literature are described in terms of this framework and an example is given from our own work of an attempt to use this conceptualisation in design.

Type:Proceedings paper
Title:Conceptualising tangibles to support learning
Publisher version:http://dl.acm.org/citation.cfm?id=953536.953551
UCL classification:UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of) > UCL Interaction Centre
UCL > School of BEAMS > Faculty of Engineering Science > Computer Science

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