Designing reality-based interfaces for experiential bio-design
Designing reality-based interfaces for experiential bio-design
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为体验式生物设计设计基于现实的界面
DOI：
10.1007/s00779-013-0752-1
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发表时间：
2013
影响因子：
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通讯作者：
R. Kincaid
中科院分区：
文献类型：
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作者：
Orit Shaer;Consuelo Valdes;Sirui Liu;Kara Lu;Kimberly Chang;Wendy Xu;Traci Haddock;Swapnil P Bhatia;D. Densmore;R. Kincaid
基于现实的界面（rbi），如桌面和有形的用户界面，从具身认知中汲取思想，提供更自然、直观和可访问的交互形式，从而减少学习和操作计算系统所需的脑力劳动。然而，迄今为止，很少有研究致力于调查应用基于现实的互动来促进大学水平复杂科学概念学习的优势和局限性。我们建议rbi为加强大学水平的科学教育提供独特的机会。本文提出了三个主要贡献：(1)通过基于现实的交互增强大学水平科学教育的设计考虑和参与式设计过程；(2)对学习合成生物学的rbi两个案例研究的设计、实施和验证的反思；(3)讨论通过下一代界面促进大学水平科学学习的机遇和挑战。
Reality-based interfaces (RBIs) such as tabletop and tangible user interfaces draw upon ideas from embodied cognition to offer a more natural, intuitive, and accessible form of interaction that reduces the mental effort required to learn and operate computational systems. However, to date, little research has been devoted to investigating the strengths and limitations of applying reality-based interaction for promoting learning of complex scientific concepts at the college level. We propose that RBIs offer unique opportunities for enhancing college-level science education. This paper presents three main contributions: (1) design considerations and participatory design process for enhancing college-level science education through reality-based interaction, (2) reflections on the design, implementation, and validation of two case studies—RBIs for learning synthetic biology, and (3) discussion of opportunities and challenges for advancing learning of college-level sciences through next-generation interfaces.