Towards a framework for investigating tangible environments for learning

External representations have been shown to play a key role in mediating cognition. Tangible environments offer the opportunity for novel representational formats and combinations, potentially increasing representational power for supporting learning. However, we currently know little about the specific learning benefits of tangible environments, and have no established framework within which to analyse the ways that external representations work in tangible environments to support learning. Taking external representation as the central focus, this paper proposes a framework for investigating the effect of tangible technologies on interaction and cognition. Key artefact-action-representation relationships are identified, and classified to form a structure for investigating the differential cognitive effects of these features. An example scenario from our current research is presented to illustrate how the framework can be used as a method for investigating the effectiveness of differential designs for supporting science learning

Exploring Sound to Enhance Learning of Abstract Science Concepts

Auditory feedback plays an important role for many educational technologies. This work is part of an on-going study that aims to explore whether the aggregation of sound to a visual-based tabletop may enhance users’ interaction and be beneficial for the learning of abstract science concepts. In this sense, initial studies (presented here) were undertaken where a number of sounds were elicited, and their mappings to scientific concepts were explored and verified, both with and without visuals. Issues were raised regarding attributes (like pitch), levels of abstraction, duration and continuity of sounds, as well as connection between sounds and visuals

Action and representation in tangible systems: implications for design of learning interactions

In tangible learning systems, the facility to promote physically active engagement highlights the need to understand how different designs impact on action and interaction, and the subsequent implications for learning. This paper draws on studies involving two tangible learning systems to analyse the effect of design choices on the kinds of (inter)actions engendered and how they create, shape and constrain different learning opportunities. Main findings suggest the need to promote and allow for different kinds of opportunities for conceptual reflection within the collective physical interaction; the importance of balancing collective representations and individual action-effect links; and the need to enhance appropriate awareness when dealing with several loci of attention