Sara Price
ABSTRACT
In tangible learning systems, the facility to promote physically active engagement highlights the need to understand how different designs impact on action and interaction, and the subsequent implications for learning. This paper draws on studies involving two tangible learning systems to analyse the effect of design choices on the kinds of (inter)actions engendered and how they create, shape and constrain different learning opportunities. Main findings suggest the need to promote and allow for different kinds of opportunities for conceptual reflection within the collective physical interaction; the importance of balancing collective representations and individual action-effect links; and the need to enhance appropriate awareness when dealing with several loci of attention.
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Index Terms
- Action and representation in tangible systems: implications for design of learning interactions
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