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Over the last decade, extensive growth in digital educational content has opened up new opportunities for teaching and learning. Despite such advancements, digital learning experiences often omit one ofour richest and earliest learning modalities - touch. This lack of haptic (touch) interaction creates a growing gap in supporting inclusive, embodied learning experiences digitally. Our research centers on the development ofinclusive learning tools that can flexibly adapt for use in different learning contexts to support learners with a wide range of needs, co-designed with students with disabilities. In this paper, we focus on the development of a tangible device for geometry learning - the Tangible Manipulative for Quadrilaterals (TMQ). We detail the design evolution of the TMQ and present two user studies investigating the affordances o ft h eI M and the user strategies employed when explored in isolation and in tandem with a two-dimensional touchscreen-based rendering ofa quadrilateral. Findings illustrate the affordances of the I M Oo v e r traditional, static media and its ability to serve as an inclusive geometry learning tool.
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Toward New Ecologies of Cyberphysical Representational Forms, Scales, and Interaction Modalities
Research on tangible user interfaces commonly focuses on tangible interfaces acting alone or in comparison with multi-touch or graphical interfaces. In contrast, hybrid approaches can be seen as the norm for established "mainstream'' interaction paradigms. In my work, I propose interfaces that support complementary interaction modalities, representational forms and scales, toward hybrid systems which are more legible and actionable than any strategy considered separately. I describe systems involving dial-like tangibles, which are passive and active, and systems combining interaction modalities such as tangible and multi-touch, and tangible and VR interaction. I briefly describe some of the planned and performed evaluations, and draw lessons from an already completed study involving a computationally-mediated scientific poster platform with content developed by undergraduate students.
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- PAR ID:
- 10119335
- Date Published:
- Journal Name:
- Proc. of ACM TEI 2019
- Page Range / eLocation ID:
- 749 to 753
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3294109.3302960
