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    Towards a framework for investigating tangible environments for learning

    Price, S. and Sheridan, J.G. and Pontual-Falcao, T. and Roussos, George (2008) Towards a framework for investigating tangible environments for learning. International Journal of Arts and Technology 1 (3-4), pp. 351-368. ISSN 1754-8853.

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    External representations have been shown to play a key role in mediating cognition. Tangible environments offer the opportunity for novel representational formats and combinations, potentially increasing representational power for supporting learning. However, we currently know little about the specific learning benefits of tangible environments, and have no established framework within which to analyse the ways that external representations work in tangible environments to support learning. Taking external representation as the central focus, this paper proposes a framework for investigating the effect of tangible technologies on interaction and cognition. Key artefact-action-representation relationships are identified, and classified to form a structure for investigating the differential cognitive effects of these features. An example scenario from our current research is presented to illustrate how the framework can be used as a method for investigating the effectiveness of differential designs for supporting science learning.


    Item Type: Article
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Computing and Mathematical Sciences
    Research Centres and Institutes: Birkbeck Knowledge Lab
    Depositing User: Administrator
    Date Deposited: 01 Feb 2011 12:14
    Last Modified: 09 Aug 2023 12:30


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