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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1145/1226969.1227004|
|Google Scholar:||Look up in Google Scholar|
Conceptual work on tangible interfaces has focused primarily on the production of descriptive frameworks. While this work has been successful in mapping out a space of technical possibilities and providing a terminology to ground discussion, it provides little guidance on the cognitive or social effects of using one type of interface or another. In this paper we look at the area of learning with tangible interfaces, suggesting that more empirically grounded research is needed to guide development. We provide an analytic framework of six perspectives, which describes latent trends and assumptions that might be used to motivate and guide this work, and makes links with existing research in cognitive science and education.
|Item Type:||Conference Item|
|Copyright Holders:||2007 The Author|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM)|
|Interdisciplinary Research Centre:||Centre for Research in Computing (CRC)|
|Depositing User:||Jochen Rick|
|Date Deposited:||20 Jan 2010 10:08|
|Last Modified:||04 Oct 2016 18:57|
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