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This chapter examines the existing work on tangible user interfaces (TUIs) and focuses on tangible programming with the scope to enlighten the opportunities for innovation and entrepreneurship in this particular domain.

In the first section, we start by presenting in short the history of TUIs and then focus on tangible programming presenting the different design approaches. Then we present the opportunities for innovation and guidelines for future products.

In the second section, we review the entrepreneurial activities that combine educational toys and TUIs.

The main finding of this chapter is that although TUI design and research are still in its infancy and more design guidelines and research are required to further bridge the digital and the physical world, the first signs of entrepreneurship promise a bright future.

Limitations arise from the fact that many companies keep many of their financial data confidential. Thus, it was impossible to include and validate all the information that we intended to present.

Initially, this chapter motivates and challenges scientist to find novel innovative solutions in the field. Then, reveals the entrepreneurial opportunities and potential customers. Finally, shows the funding sources and how tangible products are offered in the market.

We propose a new kind of toys that might alter and expand science, technology, engineering, and mathematics (STEM) in education.

This chapter appears to be unique in the sense that is the first that reports simultaneously on TUIs, entrepreneurship, and innovation.

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives ‐ such as pattern blocks and number lines ‐ have increasingly been making their way into classrooms and children’s museums. Yet without the constant guidance of a teacher, students can easily become distracted, confused, or frustrated. Math games with tangible user interfaces can address the needs of the modern learning environment by providing the guidance that a teacher would while allowing students to work together in a physical environment. This paper describes how math games with tangible user interfaces can be rapidly developed using a library of functions that were designed specifically for tracking visual tags in math games. The paper also discusses pedagogical principles and an approach to designing and developing games that utilize tangible technologies. Examples of math games that have been prototyped this way are presented. The paper concludes with a study that suggests that this approach helps children to stay focused, think about math problems in new ways, and complete the problem at hand. It also suggests that tangible math games may help children to develop problem‐solving skills that transfer to similar problems.

The aim of this paper is to present an architecture and prototypical implementation of a context‐sensitive software system which combines the tangible user interface approach with a mobile augmented reality (AR) application.

The work which is described within this paper is based on a creational approach, which means that a prototypical implementation is used to gather further research results. The prototypical approach allows performing ongoing tests concerning the accuracy and different context‐sensitive threshold functions.

Within this paper, the implementation and practical use of tangible user interfaces for outdoor selection of geographical objects is reported and discussed in detail.

Further research is necessary within the area of context‐sensitive dynamically changing threshold functions, which would allow improving the accuracy of the selected tangible user interface approach.

The practical implication of using tangible user interfaces within outdoor applications should improve the usability of AR applications.

Despite the fact that there exist a multitude of research results within the area of gesture recognition and AR applications, this research work focuses on the pointing gesture to select outdoor geographical objects.

The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.

This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.

As the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.

A critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.

Tangible physical maps which are enhanced by new digital forms of interaction can become an invaluable asset for learning geography in an embodied way. The purpose of this work is to evaluate an interactive augmented three-dimensional (3D) tangible map on which students interact and travel with their fingers.

A total of 58 fourth-grade students from eight elementary schools participated in the study. The participants played with the FingerTrips environment in 24 sessions and in groups of two or three. Each session lasted for about 20-25 min. After completing the interactive game, the students answered a questionnaire concerning their attitudes toward the tangible environment and participated in a short interview.

Students’ responses revealed that FingerTrips managed to transform the experience of meeting new places, understanding spatial relations and learning geography. Students supported that such an approach is closer to their interactive experiences and expectations, and exploits embodied learning affordances to achieve enjoyable learning. Students identified their finger-based trips as an effective and intriguing static haptic guidance that helped them learn more effectively.

The specific approach has two distinctive characteristics. First, a new interaction style on the map is suggested, the use of trips with fingers. Students have to follow predefined engraved paths on the 3D terrain to sense distances and changes in altitude and “touch” the topology asked to understand and explore. Second, it is examined whether a low fidelity interactive 3D terrain, which can be easily reconstructed and reprogrammed by primary school students, can become a useful canvas for learning geography.

This paper aims to be a think piece that promotes discussion around the design of coding toys for children. In particular, the authors examine three different toys that have some sort of block-based coding interface. The authors juxtapose three different design features and the demands they place on young children learning to code. To examine the toys, the authors apply a framework developed based on Gibson’s theory of affordances and Palmer’s external representations. The authors look specifically at the toys: interface design, intended play scenario and representational conventions for computational ideas.

As a research team, the authors have been playing with toys, observing their own children play with the toys and using them in kindergarten classrooms. In this paper, the authors reflect specifically on the design of the toys and the demands they place on children.

The authors make no claims about whether one toy/design approach is superior to another. However, the differences that the authors articulate should serve as a provocation for researchers and designers to be mindful about what demands and expectations they place on young children as they learn to code and use code to learn in any given system.

As mentioned above, the authors want to start a discussion about design of these toys and how they shape children's experience with coding.

There is a push to get coding and computational thinking into K-12, but there is not enough research on what this looks like in early childhood. Further, while research is starting to emerge on block-based programming vs text-based for older children and adults, little research has been done on the representational form of code for young children. The authors hope to start a discussion on design of coding toys for children.

Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.

This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.

11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.

The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

The paper aims to present a framework for discussing ethics and computational design.

The main propositions of computational design are presented, discussed according to different authors and contrasted with cybernetic principles.

The paper finds that with algorithmic and parametric procedures, architects are using computation to reach a hitherto unknown ease of modelling multiple iterations of a design, so they can expand their possible design scenarios and cope with the uncertainties of ill-defined tasks. However, this strategy faces an ethical limitation because they fail to extend this openness to the final segment of the design chain, the user in the act of dwelling.

The paper brings a cybernetic perspective for discussing the often-overlooked ethical implications of computational strategies in design.

The main intention of this paper is to analyze various factors hindering the growth of the agricultural supply chain and several industry 4.0 technologies to eliminate the same. In addition to a detailed assessment on the implementation of these technologies in agriculture, this manuscript also presents a priority list providing a rank to them based on the relative efficiency of these advancements in addressing these obstacles.

This research proceeds with a two-step process. The particular barriers in the agriculture supply chain and industry 4.0 technologies are determined in the first step. Next, the proposed framework, a combination of data envelopment analysis (DEA) and analytic hierarchy process (AHP), i.e. DEA-AHP, is used to determine a hierarchical structure for the factors and the relative productive efficiencies of the alternatives. The DEA methodology gives a performance analysis of various decision-making units. At the same time, AHP helps in evaluating alternatives weights based on numerous criteria, allowing us to categorize their importance further.

This study reveals how the involvement of technological advancements in agriculture can help manage the supply chain more efficiently. It also justifies how the large quantities of data generated can handle these increasing challenges in the agricultural supply chain.

The results of this study provide a priority list of alternatives based on their final weights. This ranking system can help farmers and the government select the best-suited technology for bringing automation into the agricultural supply chain.

This research is unique as it analyes the general factors hindering the development of the agriculture supply chain while simultaneously providing a list of alternatives based on their relative efficiencies. The study enriches existing literature by providing an analytic approach to determine the weightage of various critical success factors that can help improvise and entrust the real and undeniable requirements of consumers, suppliers and producers.

The purpose of this paper is to provide an account of who forms what market assets by making what market investments in a business network.

To investigate what market investments were made by certain actors into resource interfaces as market assets, the author draws on a case network based on an investigation of the Chilean salmon production network. To this end, the author chose the fish – being the focal object resource in that network – as a point of departure. The author systematically investigates the resource interfaces that this resource has with three other specific resources: feed, fishmeal, and vaccines in a thick case study.

This study shows that market investments entail committing resources to resource interfaces which turns them into market assets. Resource interfaces as market assets have implications on how we characterize and value resource interfaces. Multilateral resource interfaces become valuable to firms as a result of continuous market investments made into them. This produces different types of resource interfaces, some of which are of mediatory character bridging between distant resources in a network.

This study focuses on the market investments being made to create and sustain market assets. Of course such assets are linked to a firm’s internal assets which this study do not investigate. In addition, this study emphasizes the commitment of resources into existing resource interfaces, the ensuing creation of market assets, and its use and value for firms and downplays a firm’s need to account for market investments and the market investments required to create a new resource interface.

As resource interfaces are valuable market assets, it is important to understand the functioning of different types of resource interfaces so as to exploit their potential as efficient as possible. This paper shows that some resources act as bridging resources connecting the borders of two indirectly related resources. Controlling bridging resources becomes an essential task for managers in business networks.

Understanding the market investments into resource interfaces enables firms to become more skilled in organizing and controlling networks. These networks can play important roles in the economic development of society and create improved societal conditions for people, organizations, and economies.

By combining a market investment and market asset conceptualization of investments in networks with a resource interaction approach, this paper provides an enhanced understanding of resource interfaces as market assets. Theoretical implications for our understanding of resource interfaces – its value and character – are discussed.