Do tangible interfaces enhance learning?

ABSTRACT

Conceptual work on tangible interfaces has focused primarily on the production of descriptive frameworks. While this work has been successful in mapping out a space of technical possibilities and providing a terminology to ground discussion, it provides little guidance on the cognitive or social effects of using one type of interface or another. In this paper we look at the area of learning with tangible interfaces, suggesting that more empirically grounded research is needed to guide development. We provide an analytic framework of six perspectives, which describes latent trends and assumptions that might be used to motivate and guide this work, and makes links with existing research in cognitive science and education.

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INDEX TERMS

Primary Classification:
  H. Information Systems
  H.5 INFORMATION INTERFACES AND PRESENTATION (I.7)
      H.5.m Miscellaneous

Additional Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.m Miscellaneous

Keywords:
TUI, frameworks, learning, tangible interface