Designing learning representations around physical manipulation
Designing learning representations around physical manipulation
复制标题
围绕物理操作设计学习表征
DOI：
10.1145/1999030.1999040
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Manches A
中科院分区：
文献类型：
--
作者：
Manches A
物理行为在学习中的作用促进了人们对使用新兴技术（如有形技术）开发新的学习表征的热情。事实上，随着新兴设备模糊了物理和图形界面之间的区别，重要的是要建立我们对不同形式的行动和互动将如何影响儿童的概念发展的理解。然而，支持学习的行动所依据的机制往往不清楚。本文提供了一个新的视角来研究物理操作在学习中的作用，通过区分手产生的动作和由此产生的外部表征的变化。从现有的研究参数之前，使用这种区分，以确定设计的影响。
The role of physical actions in learning has fostered enthusiasm for developing novel learning representations using emerging technologies such as tangibles. Indeed, as emerging devices blur the distinction between physical and graphical interfaces, it is important to build our understanding of how different forms of action and interaction will affect children's conceptual development. However, the mechanisms underpinning which actions support learning are often unclear. This paper offers a new perspective for examining the role of physical manipulation in learning by drawing a distinction between the actions generated by the hands and the resulting change in external representation. Arguments from existing research are revisited before using this distinction to identify implications for design.