Authors: Sara Price, Jennifer G. Sheridan, Taciana Pontual Falcao, George Roussos
Addresses: London Knowledge Lab, Institute of Education, 23–29 Emerald Street, London WC1N 3QS, UK. ' London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London WC1N 3QS, UK. ' London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London WC1N 3QS, UK. ' London Knowledge Lab, Department of Computer Science, Birkbeck College, 23-29 Emerald Street, London WC1N 3QS, UK
Abstract: 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.
Keywords: cognition; conceptual framework; external representation; science learning; tangible user interface; tangible interfaces; tangible interaction; tangibles.
International Journal of Arts and Technology, 2008 Vol.1 No.3/4, pp.351 - 368
Available online: 02 Jan 2009 *Full-text access for editors Access for subscribers Purchase this article Comment on this article