Towards a framework for investigating tangible environments for learning Online publication date: Fri, 02-Jan-2009
by Sara Price, Jennifer G. Sheridan, Taciana Pontual Falcao, George Roussos
International Journal of Arts and Technology (IJART), Vol. 1, No. 3/4, 2008
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.
Online publication date: Fri, 02-Jan-2009
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Arts and Technology (IJART):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email email@example.com