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Book part
Publication date: 9 December 2016

Theodosios Sapounidis, Ioannis Stamelos and Stavros Demetriadis

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…

Abstract

Purpose

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.

Methodology/approach

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.

Findings

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.

Research limitations

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.

Practical implications

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.

Social implications

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

Originality/value

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

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Article
Publication date: 1 November 2006

Lori L. Scarlatos

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…

2082

Abstract

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.

Details

Interactive Technology and Smart Education, vol. 3 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 5 April 2011

Wolfgang Beer

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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

Research limitations/implications

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.

Practical implications

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

Originality/value

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.

Details

International Journal of Pervasive Computing and Communications, vol. 7 no. 1
Type: Research Article
ISSN: 1742-7371

Keywords

Article
Publication date: 21 February 2020

Amaan Nathoo, Girish Bekaroo, Tanveer Gangabissoon and Aditya Santokhee

This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning…

Abstract

Purpose

This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness.

Design/methodology/approach

To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment.

Findings

Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent.

Originality/value

The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study.

Details

Interactive Technology and Smart Education, vol. 17 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 19 September 2022

Nurul Izzah Abdul Aziz, Husniza Husni and Nor Laily Hashim

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.

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

The International Journal of Information and Learning Technology, vol. 39 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Abstract

Details

Designing XR: A Rhetorical Design Perspective for the Ecology of Human+Computer Systems
Type: Book
ISBN: 978-1-80262-366-6

Article
Publication date: 28 September 2018

George Palaigeorgiou, Anastasios Karakostas and Kyriaki Skenteridou

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Interactive Technology and Smart Education, vol. 15 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 16 August 2019

Jody Clarke-Midura, Victor R. Lee, Jessica F. Shumway and Megan M. Hamilton

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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

Originality/value

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.

Details

Information and Learning Sciences, vol. 120 no. 7/8
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 19 June 2020

Antoine Clarinval, Anthony Simonofski, Benoît Vanderose and Bruno Dumas

The purpose of this research is to study how current research reports reflect on using public displays in the smart city. In particular, it looks at the state-of-the-art of this…

Abstract

Purpose

The purpose of this research is to study how current research reports reflect on using public displays in the smart city. In particular, it looks at the state-of-the-art of this domain from two angles. On the one hand, it investigates the participation of citizens in the development of public displays. On the other hand, it aims at understanding how public displays may foster citizen participation in addressing urban issues. Its goal is to provide a literature review of this field, and a research agenda.

Design/methodology/approach

A systematic literature review (SLR) was conducted following a thoroughly detailed protocol. It surveys 34 recent papers through multiple aspects, including interaction modality, level of participation, socio-demographics of participating citizens, topic of participation, evaluation of the display and participation of end-users in the early development stages of the display. Then, a research agenda informed by the results of the SLR is discussed in light of related literature.

Findings

The SLR showed that further research is needed to improve the involvement of citizens in the early stages of the development of public displays, broaden the spectrum of citizen participation achieved through public displays, integrate public displays with other means of participation and handle the changing urban context to improve the participation experience.

Originality/value

Previous literature reviews have been conducted in the field of public displays, including one specifically related to citizen participation. However, they have emphasized the technological aspects of public displays and omitted other essential aspects. This article aims at addressing this gap by conducting a literature review, including also non-technological perspectives such as socio-demographics and participation in development, complementing other works.

Details

Transforming Government: People, Process and Policy, vol. 15 no. 1
Type: Research Article
ISSN: 1750-6166

Keywords

Article
Publication date: 4 October 2021

Yung-Ming Cheng

The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and…

Abstract

Purpose

The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and interface design aesthetics as antecedents to students' beliefs can affect their continuance intention of massive open online courses (MOOCs) and perceived impact on learning.

Design/methodology/approach

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 318 (53.0%) useable questionnaires were analyzed using structural equation modeling in this study.

Findings

This study's results verified that students' perceived gamification and interface design aesthetics of MOOCs positively affected their perceived usefulness, confirmation and flow experience elicited by MOOCs, and these in turn directly or indirectly led to their satisfaction, continuance intention of MOOCs and perceived impact on learning. Essentially, the results strongly support the research model with all hypothesized links being significant.

Originality/value

It should be particularly noticed that this study contributes to the application of capturing both ECM and flow experience (i.e. an intrinsic motivator) for completely explaining students' perceived gamification and interface design aesthetics as external variables to their continuance intention of MOOCs and perceived impact on learning, and this study's empirical evidence can further shed light on the possible formulation of MOOCs success.

1 – 10 of over 4000