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

The effect of representation location on interaction in a tangible learning environment
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表征位置对有形学习环境中交互的影响

DOI:
10.1145/1517664.1517689
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发表时间:
2009
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借鉴“表征”TUI框架[21],本文报告了一项研究,调查了“表征位置”的概念及其对交互和学习的影响。设计和开发了一个基于reactIVision的有形界面,以支持儿童学习光的行为。11岁的孩子们以三人一组的方式与环境打交道。研究结果表明,不同的代表性位置借给自己不同层次的抽象和产生不同的形式和层次的活动,特别是在速度的动态和群体意识的差异。此外,这些研究说明了互动效果,根据不同的物理对应隐喻使用,特别是在结合熟悉的物理对象与数字-基于桌面表示。这些研究结果对学习的影响进行了讨论。
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.
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