Read-It: five-to-seven-year-old children learn to read in a tabletop environment
Read-It: five-to-seven-year-old children learn to read in a tabletop environment
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Read-It：五到七岁的孩子在桌面环境中学习阅读
DOI：
10.1145/1017833.1017843
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发表时间：
2004
影响因子：
1.7
通讯作者：
J. Martens
中科院分区：
文献类型：
--
作者：
W. Sluis;Ivo Weevers;C. V. Schijndel;L. Kolos;S. Fitrianie;J. Martens
增强桌面可用于创建多模态和协作环境，其中可执行与表示虚拟（数字）信息的有形对象的自然交互。这样的环境被认为对于许多不同的应用是潜在的感兴趣的。在本文中，我们解决的问题是否有意义使用这样的环境来设计幼儿的学习经验。更具体地说，我们提出了“阅读”的应用程序，我们已经创建，以说明如何增强桌面可以支持阅读技能的发展。五至七岁的儿童积极参与设计和测试这一应用程序。一个试点实验进行了一个原型的Read-It应用程序，以确认它确实符合先验的期望。我们希望Read-It应用程序能够激发更多针对特定用户组和活动的桌面应用程序的开发。
Augmented tabletops can be used to create multi-modal and collaborative environments in which natural interactions with tangible objects that represent virtual (digital) information can be performed. Such environments are considered potentially interesting for many different applications. In this paper, we address the question of whether or not it makes sense to use such environments to design learning experiences for young children. More specifically, we present the "Read-It" application that we have created to illustrate how augmented tabletops can support the development of reading skills. Children of five-to-seven-years old were actively involved in designing and testing this application. A pilot experiment was conducted with a prototype of the Read-It application, in order to confirm that it does indeed meet the a priori expectations. We hope that the Read-It application will inspire the development of more tabletop applications that are targeted at specific user groups and activities.