ABSTRACT
This paper introduces a new framework for thinking about tangible interfaces in education, with specific focus on abstract problem domains.Manipulatives are physical objects specifically designed to foster learning. We offer a new classification of Manipulatives: "Froebel-inspired Manipulatives" (FiMs) and "Montessori-inspired Manipulatives" (MiMs). We argue that FiMs are design materials, fostering modeling of real-world structures, while MiMs foster modeling of more abstract structures. We show that our classification extends to computationally enhanced versions of manipulatives.We present Digital MiMs - computationally enhanced building blocks. We describe two prototypical members of the Digital MiMs class: FlowBlocks and SystemBlocks, physical, modular interactive systems that serve as general-purpose modeling and simulation tools for dynamic behavior. We present findings from qualitative studies, and conclude that digital MiMs are accessible to young children, engaging, and encourage learning of abstract structures of dynamic behavior through an iterative process of hands-on modeling, simulating, and analogizing.
- Decortis, F., Marti, P., Moderini, C., Rizzo, A., and Rutgers, J. Disappearing computer, emerging creativity: an educational environment for cooperative story building. Proceedings of IDC 2002.Google Scholar
- Africano D. et al. (2004). Designing tangible interfaces for children's collaboration. Proceeding of CHI 04. Google ScholarDigital Library
- Alborzi, H. et al. (2000). Designing StoryRooms: Interactive storytelling spaces for children. In Proceedings of Designing Interactive Systems, ACM Press, 95--104. Google ScholarDigital Library
- Bobick, A. et al. (1999). The Kids Room: A perceptually-based interactive and immersive story environment. In PRESENCE: Teleoperators and Virtual Environments (August 1999), 367--391. Google ScholarDigital Library
- Brosterman, N. Inventing Kindergarten. 1997.Google Scholar
- Forrester, J W. (1971) "Principles of Systems", Pegasus Communications Inc. MAGoogle Scholar
- Frei, Phil. (2000). curlybot: Designing a new class of computational toys. Master's thesis, Massachu-setts Institute of Technology.Google Scholar
- Fröbel, F. (1826). On the Education of Man (Die Menschenerziehung), Keilhau/Leipzig: Wienbrach.Google Scholar
- GoKnow Inc. www.goknow.com/Products/Model-It/Google Scholar
- Ichida H., Itoh Y., Kitamura Y., Kishino F. (2004). ActiveCube and its 3D Applications, IEEE VR 2004, Chicago, IL, USA.Google Scholar
- Itoh Y. et al. (2004). TSU.MI.KI: Stimulating Children's Creativity and Imagination with Interactive Blocks. In proceeding to the Second International Conference on Creating, Connecting and Collaborating through Computing (C5'04) January 29 - 30, 2004. Google ScholarDigital Library
- L.L. Scarlatos (2002). An Application of Tangible Interfaces in Collaborative Learning Environments. In Proceedings of SIGGRAPH 2002, 125--126. Google ScholarDigital Library
- McNerney T. (2004). From turtles to Tangible Programming Bricks. In Personal and Ubiquitous Computing, Volume 8, Issue 5 (September 2004), Pages: 326--337. Google ScholarCross Ref
- Montemayor, J., Druin, A., Farber, A., Simms, S., Churaman, W., and D'Armour, A. (2001) Physical Programming: Designing Tools for Children to Create Physical Interactive Environments. Proceeding of CHI 2002, CHI Letters, 4(1), 299--306. Google ScholarDigital Library
- Montessori, M. (1916). The Montessori Method. English translation (1964).Google Scholar
- Montessori, M. (1949). Childhood Education. Henry regency Company, Illinois.Google Scholar
- Newton-Dunn H., Nakano H., Gibson J. (2003). Block Jam: A Tangible Interface for Interactive Music. Proceeding of NIME-03, Montreal, Canada Google ScholarDigital Library
- Papert, S. Mindstorms: Children, computers and powerful ideas. Basic Books, New York, 1980. Google ScholarDigital Library
- Patten J., Ishii H., Hines J., Pangarp G. (2001). Sensetable: A Wireless Object Tracking Platform for Tangible User Interfaces'. Proceedings of SIGCHI 2001. Google ScholarDigital Library
- Perkins, D.N. & Grotzer, T.A. (2000, April). Models and moves: Focusing on dimensions of causal complexity to achieve deeper scientific understanding. Paper presented at the annual conference of the American Educational Research Association (AERA), New Orleans, LA.Google Scholar
- Raffle, H. Parkes, A. Ishii, H. (2004). Topobo: A Constructive Assembly System with Kinetic Memory. Proceeding of CHI 04. Google ScholarDigital Library
- Resnick M. et al. (1998) Digital manipulatives: New toys to think with. Proceeding of CHI 1998. Google ScholarDigital Library
- Resnick, M. (1994). Turtles, Termites, and Traffic Jams. Cambridge, MA: MIT Press. Google ScholarDigital Library
- Resnick, M., Martin, F., Sargent, R., and Silverman, B. (1996). Programmable Bricks: Toys to Think With. IBM Systems Journal 35, 3, 443--452. Google ScholarDigital Library
- Richmond, B. (1992). Introduction to System thinking, High Performance Inc. Lebanon, NH.Google Scholar
- Silverman B., Mikhak B., Berg R. http://www.wellesley.edu/Physics/Rberg/logochip/Google Scholar
- STELLA, by HPS Inc. http://www.hps-inc.comGoogle Scholar
- Suzuki, H. and H. Kato. (1995). Interaction-Level Support for Collaborative Learning: AlgoBlock -- An Open Programming Language. In Proceedings of CSCL. Google ScholarDigital Library
- Ullmer, B and Ishii, H. (2001) Human-Computer Interaction in the New Millenium, John M. Carroll, ed.; Addison-Wesley, August 2001, pp. 579--601.Google Scholar
- Vensim, by Ventana Systems. http://www.vensim.comGoogle Scholar
- Wyeth Peta, Purchase C. Helen. (2002). Tangible programming elements for young children. Proceeding of CHI 02. Google ScholarDigital Library
- Zuckerman O. (2004). System Blocks: Learning about Systems Concepts through Hands-on Modeling and Simulation. MIT Masters Thesis.Google Scholar
- Zuckerman O., Resnick M. (2003). System Blocks: A Physical Interface for System Dynamics Learning. Proceedings of the 21st International System Dynamics Conference.Google Scholar
- Zuckerman O., Resnick M. (2003). System Blocks: A Physical Interface for System Dynamics Simulation. In Proceedings of CHI '03, ACM Press, pp. 810--811. Google ScholarDigital Library
Index Terms
- Extending tangible interfaces for education: digital montessori-inspired manipulatives
Recommendations
Tangible interaction in parent-child collaboration: encouraging awareness and reflection
IDC '18: Proceedings of the 17th ACM Conference on Interaction Design and ChildrenParent-child interaction during a collaborative activity can empower children if parents are able to envision their child's mental state and regulate their behavior. However, this ability is a great challenge for many parents. We designed a simple ...
A physical interface for system dynamics simulation
CHI EA '03: CHI '03 Extended Abstracts on Human Factors in Computing SystemsWe present the System Blocks, a new physical interactive system that makes it easier for kids to explore dynamic systems. A set of computationally enhanced children blocks, made of wood and electronics, the System Blocks can assist K-12 educators to ...
Beelight: helping children discover colors
IDC '13: Proceedings of the 12th International Conference on Interaction Design and ChildrenDespite the modern technology being used at preschool, how children learn about colors remains in a traditional, lacking of interaction way, teachers show a color object and make children know the color. We found that children are fascinated about ...
Comments