Informing design for tangible interaction
Informing design for tangible interaction
复制标题
为有形交互提供信息设计
DOI：
10.1145/1810543.1810568
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Falcão T
中科院分区：
文献类型：
--
作者：
Falcão T
新技术的出现扩大了更丰富的多感官互动的可能性，以支持学校中有学习困难的儿童。然而，很少有研究还调查如何这种创新的互动可以提高这些孩子的学习经验。为学习困难儿童有效地提供创新教育和技术资源的研究和设计需要相关的实地研究。定性课堂研究的结果表明，有形技术的潜力，以提高这些儿童的经验，提供了各种模式的代表性，合作，身体接触和动手探索的机会。他们还提供了一个有效的基础，调查有形的互动如何有助于结构探索性学习：一个建议，但有问题的方法，这些孩子。
The advent of new technologies is expanding the possibilities for a richer, multi-sensory interaction to support children with learning difficulties in schools. However, little research has yet investigated how such innovative interaction can enhance the learning experience of these children. Effectively informing research and design of innovative educational, technological resources for children with learning difficulties requires relevant field study. Findings from a qualitative classroom study indicate the potential of tangible technologies to enhance these children's experiences by providing a variety of modes of representation, and opportunities for collaboration, physical engagement and hands-on exploration. They also provide an effective foundation for investigating how tangible interaction can help to structure exploratory learning: a recommended but problematic approach for these children.