2012
Alissa N. Antle. 2012. Knowledge Gaps in Hands-on Tangible Interaction Research Proceedings Article . In Proceedings of the 14th ACM International Conference on Multimodal Interaction, ICMI '12 Association for Computing Machinery, Santa Monica, California, USA, 233–240, .
Abstract | BibTeX | Tags: Child-Computer Interaction, digital manipulatives, hands-on interaction, hands-on learning, multi-modal user interfaces, Research agenda, Tangible User Interfaces, touch interfaces
@inproceedings{10.1145/2388676.2388726,
title = {Knowledge Gaps in Hands-on Tangible Interaction Research},
author = {Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2388676.2388726},
doi = {10.1145/2388676.2388726},
isbn = {9781450314671},
year = {2012},
date = {2012-01-01},
booktitle = {Proceedings of the 14th ACM International Conference on Multimodal Interaction},
pages = {233–240},
publisher = {Association for Computing Machinery},
address = {Santa Monica, California, USA},
series = {ICMI '12},
abstract = {Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.},
keywords = {Child-Computer Interaction, digital manipulatives, hands-on interaction, hands-on learning, multi-modal user interfaces, Research agenda, Tangible User Interfaces, touch interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.