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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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    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.


    Item Type: Book Section
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Computing and Mathematical Sciences
    Research Centres and Institutes: Birkbeck Knowledge Lab
    Depositing User: Sarah Hall
    Date Deposited: 02 Aug 2013 13:21
    Last Modified: 09 Aug 2023 12:34


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