2010
Bakker, Saskia, Hoven, Elise, Antle, Alissa N.
MoSo Tangibles: Evaluating Embodied Learning Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 85–92, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
Abstract | Links | BibTeX | Tags: children, design research, embodied metaphor, embodied schemata, learning systems, metaphors, tangible and embodied interaction
@inproceedings{10.1145/1935701.1935720,
title = {MoSo Tangibles: Evaluating Embodied Learning},
author = {Saskia Bakker and Elise Hoven and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935720},
doi = {10.1145/1935701.1935720},
isbn = {9781450304788},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {85–92},
publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.},
keywords = {children, design research, embodied metaphor, embodied schemata, learning systems, metaphors, tangible and embodied interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.