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A Meta-Analysis of Tangible Learning Studies from the TEI Conference

Published: 13 February 2022 Publication History

Abstract

Tangible learning has received increasing attention. However, in the recent decade, it has no comprehensive overview. This study aimed to fill the gap and reviewed 92 publications from all the TEI conference proceedings (2007–2021). We analysed previous studies’ characteristics (e.g., study purpose and interactive modalities) and elaborated on three common topics: collaborative tangible learning, tangibles’ impacts on learning, and comparisons between tangibles and other interfaces. Three key findings were: (1) Tangibles impacted learning because it could scaffold learning, change learning behaviour, and improve learning emotion; (2) We should see the effectiveness of tangibles with rational and critical minds. (3) Some studies emphasised too much on the interaction of tangibles and ignored their metaphor meanings. For future work, we suggest avoiding an intensive cluster on collaboration and children and consider other valuable areas, e.g., tangibles for teachers, tangibles’ social and emotional impacts on students, tangible interaction’s meaning and metaphor.

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  • (2024)They played for 45 minutes!?: Evaluating Jo! a TUI Tailored for Real-World Classroom SettingProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3659381(710-714)Online publication date: 17-Jun-2024
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  1. A Meta-Analysis of Tangible Learning Studies from the TEI Conference
        Index terms have been assigned to the content through auto-classification.

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        Published In

        cover image ACM Conferences
        TEI '22: Proceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction
        February 2022
        758 pages
        ISBN:9781450391474
        DOI:10.1145/3490149
        Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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        Association for Computing Machinery

        New York, NY, United States

        Publication History

        Published: 13 February 2022

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        Author Tags

        1. TEI
        2. TUI
        3. children
        4. collaborative learning
        5. tangible interaction
        6. tangible learning
        7. tangible user interface

        Qualifiers

        • Research-article
        • Research
        • Refereed limited

        Funding Sources

        • Elite Network of Bavaria

        Conference

        TEI '22
        Sponsor:

        Acceptance Rates

        Overall Acceptance Rate 393 of 1,367 submissions, 29%

        Upcoming Conference

        TEI '25

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        Cited By

        View all
        • (2024)Co-created augmented reality app and its impact on the effectiveness of learning a foreign language and on cultural knowledgeSmart Learning Environments10.1186/s40561-024-00304-x11:1Online publication date: 23-May-2024
        • (2024)Looking for Tacit Knowledge in Woodworking: A Pilot StudyAdjunct Proceedings of the 2024 Nordic Conference on Human-Computer Interaction10.1145/3677045.3685444(1-5)Online publication date: 13-Oct-2024
        • (2024)They played for 45 minutes!?: Evaluating Jo! a TUI Tailored for Real-World Classroom SettingProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3659381(710-714)Online publication date: 17-Jun-2024
        • (2024)Do You Need to Touch? Exploring Correlations between Personal Attributes and Preferences for Tangible Privacy MechanismsProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642863(1-23)Online publication date: 11-May-2024
        • (2024)Augmented reality interactive experiences for multi-level chemistry understandingInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2024.10068142:COnline publication date: 1-Dec-2024
        • (2024)Realising Multiphase Archaeological Reconstruction Models: 3D Printing the Old Minster, WinchesterDigital Applications in Archaeology and Cultural Heritage10.1016/j.daach.2024.e00363(e00363)Online publication date: Jul-2024
        • (2024)Pointing gestures accelerate collaborative problem-solving on tangible user interfacesJournal on Multimodal User Interfaces10.1007/s12193-024-00448-7Online publication date: 27-Dec-2024
        • (2024)Pre-service Teachers’ Perception of Digital Competences and Innovative Teaching MethodsHigher Education Learning Methodologies and Technologies Online10.1007/978-3-031-67351-1_32(471-482)Online publication date: 19-Sep-2024
        • (2023)Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible TechnologiesMultimodal Technologies and Interaction10.3390/mti70100067:1(6)Online publication date: 11-Jan-2023
        • (2023)Exploring Feedback Modality Designs to Improve Young Children's Collaborative ActionsProceedings of the 25th International Conference on Multimodal Interaction10.1145/3577190.3614140(271-281)Online publication date: 9-Oct-2023
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