Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience
Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience
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DOI：
10.1109/tlt.2013.15
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发表时间：
2013-04-01
影响因子：
3.7
通讯作者：
Pea, Roy
中科院分区：
文献类型：
--
作者：
Schneider, Bertrand;Wallace, Jenelle;Pea, Roy
在本文中，我们描述了一个基于微观世界的学习环境神经科学的发展和评价。我们的系统BrainExplorer允许学生通过与有形的用户界面交互来发现神经通路的工作方式。通过切断和重新配置连接，用户可以观察视野如何受损，从而积极地从他们的探索中学习。BrainExplorer的生态评估显示，1）参与开放式探索的学生表现优于使用传统教科书材料的学生，2）正确排序活动是提高学生表现的基础。首先使用桌面然后研究文本的参与者明显优于先阅读文本然后使用桌面的参与者。此外，这些结果最好通过学生在使用BrainExplorer时的语言表达质量来预测。本研究的影响，为学生准备未来的学习与TISTORY用户界面进行了讨论。
In this paper, we describe the development and evaluation of a microworld-based learning environment for neuroscience. Our system, BrainExplorer, allows students to discover the way neural pathways work by interacting with a tangible user interface. By severing and reconfiguring connections, users can observe how the visual field is impaired and, thus, actively learn from their exploration. An ecological evaluation of BrainExplorer revealed that 1) students who engaged in the open-ended exploration outperformed students who used traditional textbook materials and 2) correctly sequencing activities is fundamental for improving student performance. Participants who used the tabletop first and then studied a text significantly outperformed participants who read a text first and then used the tabletop. Additionally, those results were best predicted by the quality of students' verbalizations while using BrainExplorer. The implications of this study for preparing students for future learning with Tangible User Interfaces are discussed.