Tangible Interaction and Learning: The Case for a Hybrid Approach

Authors

Michael S. Horn, Northwestern University
R. Jordan Crouser, Tufts UniversityFollow
Marina U. Bers, Tufts University

Document Type

Article

Publication Date

6-11-2011

Publication Title

Personal and Ubiquitous Computing

Abstract

Research involving tangible interaction and children has often focused on how tangibles might sup- port or improve learning compared to more traditional methods. In this paper, we review three of our research studies involving tangible computer programming that have addressed this question in a variety of learning environments with a diverse population of children. Through these studies, we identify situations in which tangible interaction seems to offer advantages for learning; how- ever, we have also identify situations in which tangible interaction proves less useful and an alternative interaction style provides a more appropriate medium for learning. Thus, we advocate for a hybrid approach—one that offers teachers and learners the flexibility to select the most appropriate interaction style to meet the needs of a specific situation.

Keywords

Tangible interaction, TUIs, Hybrid tangible interface, Computer programming, Education, Children, Robotics

Volume

16

Issue

3

First Page

379

Last Page

389

DOI

10.1007/s00779-011-0404-2

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Comments

Archived as published.

Recommended Citation

Horn, Michael S.; Crouser, R. Jordan; and Bers, Marina U., "Tangible Interaction and Learning: The Case for a Hybrid Approach" (2011). Computer Science: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/csc_facpubs/92