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    The effect of representation location on interaction in a tangible learning environment

    Price, S. and Falcão, T.P. and Sheridan, J.G. and Roussos, George (2009) The effect of representation location on interaction in a tangible learning environment. In: UNSPECIFIED (ed.) Proceedings of the 3rd International Conference on Tangible and Embedded Interaction. New York, USA: ACM Publications, pp. 85-92. ISBN 9781605584935.

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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.

    Metadata

    Item Type: Book Section
    School: Birkbeck Schools and Departments > School of Business, Economics & Informatics > Computer Science and Information Systems
    Research Centre: Birkbeck Knowledge Lab
    Depositing User: Sarah Hall
    Date Deposited: 02 Aug 2013 13:21
    Last Modified: 02 Dec 2016 13:25
    URI: http://eprints.bbk.ac.uk/id/eprint/7956

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