Price, S;
Falcão, TP;
Sheridan, JG;
Roussos, G;
(2009)
The effect of representation location on interaction in a tangible learning environment.
In:
(pp. pp. 85-92).
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Abstract
Drawing on the 'representation' TUI framework [21], this paper reports a study that investigated the concept of 'representation location' and its effect on interaction and learning. A reacTIVision-based tangible interface was designed and developed to support children learning about the behaviour of light. Children aged eleven years worked with the environment in groups of three. Findings suggest that different representation locations lend themselves to different levels of abstraction and engender different forms and levels of activity, particularly with respect to speed of dynamics and differences in group awareness. Furthermore, the studies illustrated interaction effects according to different physical correspondence metaphors used, particularly with respect to combining familiar physical objects with digital-based table-top representation. The implications of these findings for learning are discussed. Copyright 2009 ACM.
| Type: | Proceedings paper |
|---|---|
| Title: | The effect of representation location on interaction in a tangible learning environment |
| ISBN-13: | 9781605584935 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1145/1517664.1517689 |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1525496 |
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