A representation approach to conceptualizing tangible learning environments
A representation approach to conceptualizing tangible learning environments
复制标题
概念化有形学习环境的表征方法
DOI：
10.1145/1347390.1347425
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
S. Price
中科院分区：
文献类型：
--
作者：
S. Price
有形物品，以嵌入传感器技术的实物形式，提供了利用和建立我们与世界的日常互动和经验的机会，使新的参与形式和获得支持学习的工具成为可能。这对学习的影响是巨大的，潜在地带来了我们对学习和学习活动概念化的方式的根本改变。然而，我们对学习的具体好处知之甚少，目前缺乏一个有效的结构来建立这些好处。虽然已经提出了几个框架来概念化有形环境，但没有一个框架强调外部表述在有形环境中的核心作用。本文论证了将主要重点放在表征上的重要性，以及这可能在调解有形环境中的互动和认知方面所起的作用。概述了表征-有形的关系，以及它们在学习中的差异潜力。在此基础上，本文提出了一个概念框架，用于系统地研究将数字信息与实物人工制品联系起来的不同方式如何影响交互和认知，以更清楚地了解它们在学习中的作用。
Tangibles, in the form of physical artefacts embedded with sensor technologies, offer the opportunity to exploit and build on our everyday interaction and experience with the world, enabling new forms of engagement and access to tools for supporting learning. The implications for learning are considerable, potentially bringing about a radical change in the way we conceptualise learning and learning activities. However, we know little about the specific learning benefits, and currently lack an effective structure within which to establish them. Although several frameworks have been proposed for conceptualizing tangible environments, none highlight the central role that external representations have in tangible environments. This paper argues for the importance of placing primary emphasis on representation, and the role that this might play in mediating interaction and cognition in tangible environments. The representation-tangible relationship is outlined, together with their differential potentials for learning. Based on this the paper then proposes a conceptual framework for systematically investigating how different ways of linking digital information with physical artefacts influence interaction and cognition, to gain a clearer understanding of their role for learning.