Discovery learning with tangible technologies: the case of children with intellectual disabilities

Intellectual disabilities cause significant sub--‐average achievement in learning, with difficulties in perception, attention, communication of ideas, language acquisition, abstraction and generalisation. From a socio--‐constructionist perspective, digital technologies can provide resources to help addressing these difficulties. Tangible technologies are considered particularly promising tools for children with intellectual disabilities, by enabling interaction through physical action and manipulation and facilitating representational concrete--‐ abstract links by integrating physical and digital worlds. However, hands--‐on learning activities remain a recommended but problematic approach for intellectually disabled students. This thesis investigates how and which characteristics of tangible interaction may support children with intellectual disabilities to productively engage in discovery learning. \ud Empirical studies were performed where children with intellectual disabilities used four tangible systems with distinct design characteristics. Four broad themes emerged from qualitative analysis which are central for identifying how to best support exploratory interaction: types of digital representations; physical affordances; representational mappings; and conceptual metaphors. Guidelines for the development of tangible artefacts and facilitation of discovery learning activities with tangibles were derived from these themes. A complementary quantitative analysis investigated the effects of external guidance in promoting episodes of discovery in tangible interaction. \ud This thesis argues that providing tangible interaction alone is not sufficient to bring significant benefits to the experience of intellectually disabled students in discovery learning. Visual digital representations, meaningful spatial configurations of physical representations, temporal and spatial contiguity between action and representations, simple causality and familiar conceptual metaphors are critical in providing informational intrinsic feedback to exploratory actions, which allied with external guidance that creates a minimal underlying structure for interaction, should establish an ideal environment for discovery. \u

Bringing the Physical to the Digital

This dissertation describes an exploration of digital tabletop interaction styles, with the ultimate goal of informing the design of a new model for tabletop interaction. In the context of this thesis the term digital tabletop refers to an emerging class of devices that afford many novel ways of interaction with the digital. Allowing users to directly touch information presented on large, horizontal displays. Being a relatively young field, many developments are in flux; hardware and software change at a fast pace and many interesting alternative approaches are available at the same time. In our research we are especially interested in systems that are capable of sensing multiple contacts (e.g., fingers) and richer information such as the outline of whole hands or other physical objects. New sensor hardware enable new ways to interact with the digital. When embarking into the research for this thesis, the question which interaction styles could be appropriate for this new class of devices was a open question, with many equally promising answers. Many everyday activities rely on our hands ability to skillfully control and manipulate physical objects. We seek to open up different possibilities to exploit our manual dexterity and provide users with richer interaction possibilities. This could be achieved through the use of physical objects as input mediators or through virtual interfaces that behave in a more realistic fashion. In order to gain a better understanding of the underlying design space we choose an approach organized into two phases. First, two different prototypes, each representing a specific interaction style – namely gesture-based interaction and tangible interaction – have been implemented. The flexibility of use afforded by the interface and the level of physicality afforded by the interface elements are introduced as criteria for evaluation. Each approaches’ suitability to support the highly dynamic and often unstructured interactions typical for digital tabletops is analyzed based on these criteria. In a second stage the learnings from these initial explorations are applied to inform the design of a novel model for digital tabletop interaction. This model is based on the combination of rich multi-touch sensing and a three dimensional environment enriched by a gaming physics simulation. The proposed approach enables users to interact with the virtual through richer quantities such as collision and friction. Enabling a variety of fine-grained interactions using multiple fingers, whole hands and physical objects. Our model makes digital tabletop interaction even more “natural”. However, because the interaction – the sensed input and the displayed output – is still bound to the surface, there is a fundamental limitation in manipulating objects using the third dimension. To address this issue, we present a technique that allows users to – conceptually – pick objects off the surface and control their position in 3D. Our goal has been to define a technique that completes our model for on-surface interaction and allows for “as-direct-as possible” interactions. We also present two hardware prototypes capable of sensing the users’ interactions beyond the table’s surface. Finally, we present visual feedback mechanisms to give the users the sense that they are actually lifting the objects off the surface. This thesis contributes on various levels. We present several novel prototypes that we built and evaluated. We use these prototypes to systematically explore the design space of digital tabletop interaction. The flexibility of use afforded by the interaction style is introduced as criterion alongside the user interface elements’ physicality. Each approaches’ suitability to support the highly dynamic and often unstructured interactions typical for digital tabletops are analyzed. We present a new model for tabletop interaction that increases the fidelity of interaction possible in such settings. Finally, we extend this model so to enable as direct as possible interactions with 3D data, interacting from above the table’s surface

A Study Investigating the Experience of Teachers’ Innovative Adaptation of Teaching and Learning

The purpose of this qualitative phenomenological study was to identify and examine the technology-based instructional strategies and digital tools being used by teachers in grades 3-5 that engage children in problem-solving learning opportunities. The study included 11 purposely sampled participants from a school district in East Tennessee who responded to questions during a Zoom interview. Seven of the participants submitted artifacts to provide examples of how they have incorporated technology and problem solving in their classrooms. Participants provided information about the digital tools and technology-based instructional strategies they have used to enrich problem solving in their classrooms. Participants in the study communicated using group work as a primary instructional strategy when integrating technology to enrich problem solving. The participants discussed student engagement, creativity, real-world connections, and technology exposure for students when sharing their perceptions about how digital tools can enhance problem solving. When explaining how technology integration has adapted their curriculum, they shared how they use technology to provide quick feedback and differentiation. The researcher used Magana’s (2017) T3 Framework to code each example of technology as a translational, transformational, or transcendent use of technology and shared some examples of each

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

Designing Activities for Collaboration at Classroom Scale Using Shared Technology

Although researchers, teachers and policy makers broadly agree on the benefits of collaborative learning, there appears to be less clarity regarding how effective collaboration can be realised at classroom scale. Research in Computer-Supported Collaborative Learning (CSCL), Human-Computer Interaction (HCI), simulation-based learning and related fields has produced a considerable range of applications that aim to support collaboration in classrooms. Grounded in well-established theories of how humans learn, many such applications have shown promising results within the context of small research studies. However, most of those research-driven applications never matured beyond the prototype stage and few are available today as products that schools can easily use and adopt. Many systems lack flexibility or require too much time, hardware, technical skills or other resources to be effectively implemented. Furthermore, teachers can be overwhelmed by managing large groups of students engaged in complex, computer-supported tasks. This thesis investigates how forms of whole-classroom activity can be supported by combining shareable technologies with simulation, team play and orchestration. New designs are explored to help large groups engage and discuss at multiple scales (from pairs and small groups to the entire classroom) in ways that effectively include each student and use the teacher's limited resources efficiently. Moreover, this research aims to devise and validate a conceptual framework that can guide future design, orchestration and evaluation of such activities. Three in-situ studies were conducted to address these goals. The first study involved the design of a climate change simulation to support a professional training course. Iterative design and video analysis resulted in the formulation of the Collaborative Learning Orchestration for Verbal Engagement and Reflection (CLOVER) framework. This framework comprises a suite of conceptual tools and recommendations that aim to help designers and teachers create, orchestrate and evaluate decision-based simulations for whole-classroom use. Two follow-up studies were conducted to validate the usability and usefulness of CLOVER. One of them aimed to replicate the previous findings in a similar context and resulted in the design of a sustainable, whole-classroom simulation for students to discuss finance decisions. The other used CLOVER to expand an existing desktop application (a~language comprehension task for children) to classroom scale. In sum, the three studies provide substantial empirical evidence, suggesting that CLOVER-based applications can effectively reconcile learning needs (collaboration) and technological affordances (shareable devices) with the inherent benefits and constraints of teacher-driven, co-located environments. Furthermore, the findings contribute to a better understanding of what it means to design for sustainability in this context

Exploring the nature of students’ collaborative interactions during a hands-on ill-structured engineering design task

Engineering education is experiencing a shift in curriculum format toward more emphasis on collaborative design work. This can be accomplished through means such as collaborative ill-structured tasks, which provide students with experience authentic to industry. However, research on effective ill-structured task design in the context of undergraduate group problem solving is relatively limited. Studies have explored how to design and construct ill-structured tasks that effectively engage students and promote higher learning outcomes and group collaboration, but these tasks have primarily been limited to two-dimensional representations that lack opportunity for students to realize their design implications in the physical world. While some tasks may include three-dimensional representation of task content, little is known about the influence on students’ collaborative interaction that can result from the use of physical, hands-on task products in this context. This study seeks to address this gap by characterizing the nature of students’ interactions as they worked in small groups on an ill-structured engineering design task for which a physical object was a central component. The study uses mixed methods to analyze the interactions and experiences of twenty undergraduate engineering students in five groups as they worked together to dissect a product, model its components, and make justified design changes to their model. Ethnographic observations were recorded during multiple dissection sessions for each of the five groups. Thematic analysis was used to identify initial trends in the data and to develop a coding scheme, which was then applied to characterize participants’ behaviors and collaborative processes at both individual and group levels. Frequencies of codes were compared against task scores to investigate the impact of participation in identified behaviors and processes on group performance. Results indicated positive relationships between 1) participation in dissection and task scores, and 2) participation in collaborative reflection and task scores, both of which are meaningful for future collaborative task design. The study supports the evolution of collaborative engineering problem solving by contributing to our understanding of the impact of hands-on learning in design tasks