2015
Emily S. Cramer, Alissa N. Antle. 2015. Button Matrix: How Tangible Interfaces Can Structure Physical Experiences for Learning Proceedings Article . In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '15 Association for Computing Machinery, Stanford, California, USA, 301–304, .
@inproceedings{10.1145/2677199.2680566,
title = {Button Matrix: How Tangible Interfaces Can Structure Physical Experiences for Learning},
author = {Emily S. Cramer and Alissa N. Antle},
url = {https://doi.org/10.1145/2677199.2680566},
doi = {10.1145/2677199.2680566},
isbn = {9781450333054},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {301–304},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {TEI '15},
abstract = {Physical experiences are frequently used to represent mathematics to children. However, students sometimes fail to transfer performance to symbolic representations of problems. In this paper, we suggest that tangible interfaces can promote transfer by structuring physical experiences. We realize our concept in a system, Button Matrix, that uses coupled tactile, vibration and visual feedback to a) highlight features of a physical experience that represents arithmetic concepts and b) cue reflection on the links between the physical experience and mathematical symbols.},
keywords = {children, embodiment, learning technology, mathematics},
pubstate = {published},
tppubtype = {inproceedings}
}
Physical experiences are frequently used to represent mathematics to children. However, students sometimes fail to transfer performance to symbolic representations of problems. In this paper, we suggest that tangible interfaces can promote transfer by structuring physical experiences. We realize our concept in a system, Button Matrix, that uses coupled tactile, vibration and visual feedback to a) highlight features of a physical experience that represents arithmetic concepts and b) cue reflection on the links between the physical experience and mathematical symbols.