Conceptual / Empirical work - 2008
Initial representation framework: Although several frameworks have been proposed for conceptualizing
tangible environments, none highlight the central role of external
representations in mediating interaction and cognition. We propose a
conceptual framework for systematically investigating how different
ways of linking digital information with physical artefacts influence
interaction and cognition. It offers a comprehensive focus on different (representation)
physical-digital couplings that occur in terms of physical distance,
networking and information flow, and the symbolic nature of the
artefacts. To make these distinctions, features of tangible
environments are identified in terms of location, dynamics, correspondence and modality.
A first version of the framework was presented in February at the 2nd
International Conference on Tangible and Embedded Interaction 2008
(TEI'08), Bonn, Germany.
Price, S. A representation approach to conceptualizing tangible learning environments. In Proceedings of the 2nd International Conference on Tangible and Embedded Interaction (TEI'08), Bonn, Germany, 2008, pp. 151-158. [PDF].
January / February Preliminary scenario specification: Two main areas of the science curriculum in the UK were chosen: physics of light and forces and motion.
Possible scenarios were developed for the three different locations of
the framework: embedded, co-located and discrete. The specification of
the scenarios included the topics it addressed, the materials to be
used, the actions involved in the interaction and the corresponding
digital effects produced by the system, for each location.
March Learning about light: The first application focuses on physics of light,
exploring concepts of reflection, absorption, transmission and
refraction (according to waves and particle models), and how these
phenomena relate to the concept of colour. Some time was needed to get
familiar with the concepts and common misconceptions.
April Developing framework (ongoing): Initial
conceptual and technical work led to some changes to the representation
framework. Regarding the dynamics of the systems, the parameter
Cumulation was changed to Causality. Also, action correspondence
was added to the Correspondence category. All other parameters were
further developed and specified in detail for the special issue on
“Tangible and Embedded Interaction” of the International Journal of
Arts and Technology (IJART).
Price, S., Sheridan, J.G.,
Pontual Falcão, T. and Roussos, G. (2008) ‘Towards a framework for
investigating tangible environments for learning’, Int. J. Arts and Technology, Vol. 1, Nos. 3/4, pp.351–368. [PDF]. The framework is illustrated below:
Specification of first prototype: We set an environment in which children could explore physical processes of light absorption, reflection and transmission related to colour and material. For the first prototype of the tabletop interaction devices consisted of a set of plastic blocks in all the colours of Newton’s rainbow spectrum, plus transparent blocks and a real torch. Users interact with the system by dragging the torch and the blocks on the surface. A first scenario would enable the exploration of the concept of colour by showing reflected and absorbed colours. The figure below illustrates the co-located (left) and discrete (right) approaches. Other scenarios to enable the exploration of differences in reflection, absorption and transmission according to types of material and levels of transparency were also designed.
May Studies with sound: Auditory feedback plays an important role for many educational technologies.
Studies were undertaken with the early tabletop prototype to investigate whether the aggregation of sound to visuals could enhance users’ interaction and
be beneficial for the learning of abstract science concepts. A number of interesting themes emerged from the studies: influence of the familiarity
with concepts; aspects related to age and interpretation of abstract or familiar sounds; and duration and continuity of sounds when representing light.
Pontual Falcão, T. and Price, S. Exploring Sound to Enhance Learning of Abstract Science Concepts, In Proceedings of the Third International Workshop on Haptic and Audio Interaction Design (HAID’08), Jyvaskyla, Finland.
[PDF]
June Scenario development / representation design:
Focus on designing the flow of the activities within the tabletop. Initially disctinct phases for each concept were proposed.
However, it emerged that the concepts the concepts being explored were very interrelated and sequencing
would remove important overall coherence of the phenomena.
Design of representations:
The choice of the kind of representations to be used when learning
about light in a tangible environment is not a straightforward issue,
and technical limitations also have to be taken into account. Thus, informal
interviews with the teachers, piloting of different designs with
children and adults, feedback from audiences at the LKL open day, with
input from experts of different academic disciplines, were all
instrumental in our design.
Choices included showing absorbed colours inside or next to the object
which shows the light beam as white or as the spectrum of
colours; and illustrating reflection through ripples, arrows, or
straight lines (figures below).
July / August Planning studies and designing representations:
Studies with the tabletop were outlined and representation designs for the discrete and embedded approach began.
The initial development of the embedded prototype started,
together with possible applications within the domain of physics of
light, e.g. a cube with embedded accelerometer, LEDs and speakers to
explore concepts related to colour, sound and frequencies.
September / October Study design and implementation: The tabletop pilot studies
with one child and five adults from LKL (due to difficulties to
recruit participants) helped identify bugs in the system and led to
some modifications in design. The main change was the integration of all
phenomena into one unique scenario, i.e. absorption, reflection,
transmission and refraction could all occur within the one activity. For example, transmission and refraction
would be shown when a transparent object was used, absorption could
only be seen with the objects with holes on them (simulating view
“inside” the object), and reflection was shown for opaque objects. This
decision proved to make the interaction and flow of learning activities
much more natural and coherent.
Studies undertaken with the children and the tabletop involved
twenty-one pupils, aged 11-12 years, who had little or no previous formal knowledge on
physics of light. The
children really enjoyed using the tabletop and were very involved in
the activity. The researcher facilitator took on as guide (rather than teacher) to steer them through possible inferences they could
make from the interface. The teachers were very impressed by the
application and thought it could be a powerful tool for use in classes.
Pilot studies on action-representation and whole-body interaction begin, also with twenty-one children, aged 11-12 years.
Through Wii Remote controllers and different visual representations, we investigated how sensor technologies and exertion
interfaces may support exploration and understanding of real world physical phenomena (such as forces, motion and acceleration)
through embodied interaction with these concepts.
November / December Data analysis and reporting findings:
Findings from the tabletop studies suggest that there are three further aspects of engagement
(beyond measures of fun and motivation) that are important to consider
when analyzing the effectiveness of tangible interfaces for learning:
engagement with the system; engagement with the activity; and
engagement with the concept. Each of these factors contributes to an
effective learning process. Observation of interaction suggests that
children cycle through these different forms of engagement throughout
their interaction.
Pontual Falcão, T., Price, S. and Sheridan, J.G. Extending concepts of engagement in tangible environments. In Proceedings of the Workshop on Tangibles for Children, CHI '09, 4 April, 2009, Boston, USA. [PDF]
Pilot studies on action-representation and whole body interaction suggested that action itself is central to meaning
mapping between action-representation links. The link between action and comprehension must
also include a consideration of skill acquisition.
Sheridan, J.G., Price, S. and Pontual Falcão, T. Using
Wii Remotes as Tangible Exertion Interfaces for Exploring
Action-Representation Relationships. In Proceedings of the Workshop on Whole Body Interaction, CHI '09, 4 April, 2009, Boston, USA.
[PDF]
Location and correspondence:
Collectively the findings suggest a number of implications for tangible
environments for learning, particularly in terms of design of
representations for different 'locations' (discrete, co-located and embedded);
differences in group awareness for facilitating exploration,
collaborative construction, and interpretation issues around mappings of real-world
objects to virtual, artificial environments, highlighting the potential impact on learning of mixed metaphors or requirements to shift from one metaphor to another in tangible environments.
Price, S., Pontual Falcão, T., Sheridan, J.G. and
Roussos, G. The effect of representation location on interaction in a
tangible learning environment. In Proceedings of the 3rd International Conference on Tangible and Embedded Interaction, Cambridge, UK.
[PDF]
Project Team
Sara Price (PI, IoE), George Roussos (PI, Birkbeck), Jennifer Sheridan (Research Officer, IoE) and Taciana Pontual Falcao (Research Associate, IoE), Steven Chapman (Physics Advisor, IoE).
Project Support
This project is supported by the Engineering and Physical Sciences Research Council (EPSRC) grant number EP/F018436.
Project Progress
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Conceptual / Empirical work
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