Personal and Ubiquitous Computing
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.
Tangible interaction, TUIs, Hybrid tangible interface, Computer programming, Education, Children, Robotics
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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.