Abstract
Young children as well as children with special educational needs learn from their environment with social, emotional and physical stimuli. In this context, educational resources and teaching strategies play a main role for them in order to understand the new information. This paper describes the experience of building hybrid interfaces that combine technology with traditional educational resources. A total of 60 teachers divided in two groups completed some tasks which consisted of generating new educative resources with tecnology. Through Design Thinking methodology, teachers designed three hybrid interfaces: 1. Interactive books, combining traditional fairy tales books with mobile devices, where QR codes and NFC tags give life to the stories; 2. Educational Board Games, where augmented reality markers give an extra information to the players; 3. Tangible educational resources, which integrate Makey-Makey device and Scratch with fruit, clay, aluminum foil or water to build laboratory.
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Acknowledgments
The authors thank Universidad Tecnológica Indoamérica for funding this study through the project “TIME- ICCHIT” and students of MEILE-3.
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Jadán-Guerrero, J. et al. (2020). Building Hybrid Interfaces to Increase Interaction with Young Children and Children with Special Needs. In: Nunes, I. (eds) Advances in Human Factors and Systems Interaction. AHFE 2019. Advances in Intelligent Systems and Computing, vol 959. Springer, Cham. https://doi.org/10.1007/978-3-030-20040-4_28
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DOI: https://doi.org/10.1007/978-3-030-20040-4_28
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