Conceptualising tangibles to support learning

Paul Marshall; Sara Price; Yvonne Rogers

doi:10.1145/953536.953551

Conceptualising tangibles to support learning

Paul Marshall
, Sara Price
, Yvonne Rogers

Research output: Chapter in Book/Report/Conference proceeding › Conference Contribution (Conference Proceeding)

89 Citations (Scopus)

Abstract

We present a new way of conceptualising tangibles for learning. This scheme adopts Heidegger's analysis of the ways a user can treat a tool: either as 'ready-to-hand' or 'present-at-hand'. It also proposes two types of activity a learner can engage in when using a tangible: either exploratory or expressive activity. Finally, two types of models that a user can explore are proposed: theoretical and practical models. Examples from the literature are described in terms of this framework and an example is given from our own work of an attempt to use this conceptualisation in design.

Original language	English
Title of host publication	Proceedings of the 2003 Conference on Interaction Design and Children, IDC 2003
Publisher	Association for Computing Machinery
Pages	101-109
Number of pages	9
ISBN (Electronic)	158113732X, 9781581137323
DOIs	https://doi.org/10.1145/953536.953551
Publication status	Published - 1 Jul 2003
Event	2003 Conference on Interaction Design and Children, IDC 2003 - Preston, United Kingdom Duration: 1 Jul 2003 → 3 Jul 2003

Conference

Conference	2003 Conference on Interaction Design and Children, IDC 2003
Country/Territory	United Kingdom
City	Preston
Period	1/07/03 → 3/07/03

Research Groups and Themes

Bristol Interaction Group

Keywords

Conceptualisation
Embodied interaction
External cognition
Learning
Tangible

Access to Document

10.1145/953536.953551

Handle.net

Persistent link

Cite this

@inproceedings{bf768dc7b7c94856be0499d3abcde1bc,

title = "Conceptualising tangibles to support learning",

abstract = "We present a new way of conceptualising tangibles for learning. This scheme adopts Heidegger's analysis of the ways a user can treat a tool: either as 'ready-to-hand' or 'present-at-hand'. It also proposes two types of activity a learner can engage in when using a tangible: either exploratory or expressive activity. Finally, two types of models that a user can explore are proposed: theoretical and practical models. Examples from the literature are described in terms of this framework and an example is given from our own work of an attempt to use this conceptualisation in design.",

keywords = "Conceptualisation, Embodied interaction, External cognition, Learning, Tangible",

author = "Paul Marshall and Sara Price and Yvonne Rogers",

year = "2003",

month = jul,

day = "1",

doi = "10.1145/953536.953551",

language = "English",

pages = "101--109",

booktitle = "Proceedings of the 2003 Conference on Interaction Design and Children, IDC 2003",

publisher = "Association for Computing Machinery",

address = "United States",

note = "2003 Conference on Interaction Design and Children, IDC 2003 ; Conference date: 01-07-2003 Through 03-07-2003",

}

TY - GEN

T1 - Conceptualising tangibles to support learning

AU - Marshall, Paul

AU - Price, Sara

AU - Rogers, Yvonne

PY - 2003/7/1

Y1 - 2003/7/1

N2 - We present a new way of conceptualising tangibles for learning. This scheme adopts Heidegger's analysis of the ways a user can treat a tool: either as 'ready-to-hand' or 'present-at-hand'. It also proposes two types of activity a learner can engage in when using a tangible: either exploratory or expressive activity. Finally, two types of models that a user can explore are proposed: theoretical and practical models. Examples from the literature are described in terms of this framework and an example is given from our own work of an attempt to use this conceptualisation in design.

AB - We present a new way of conceptualising tangibles for learning. This scheme adopts Heidegger's analysis of the ways a user can treat a tool: either as 'ready-to-hand' or 'present-at-hand'. It also proposes two types of activity a learner can engage in when using a tangible: either exploratory or expressive activity. Finally, two types of models that a user can explore are proposed: theoretical and practical models. Examples from the literature are described in terms of this framework and an example is given from our own work of an attempt to use this conceptualisation in design.

KW - Conceptualisation

KW - Embodied interaction

KW - External cognition

KW - Learning

KW - Tangible

UR - https://www.scopus.com/pages/publications/84979565061

U2 - 10.1145/953536.953551

DO - 10.1145/953536.953551

M3 - Conference Contribution (Conference Proceeding)

AN - SCOPUS:84979565061

SP - 101

EP - 109

BT - Proceedings of the 2003 Conference on Interaction Design and Children, IDC 2003

PB - Association for Computing Machinery

T2 - 2003 Conference on Interaction Design and Children, IDC 2003

Y2 - 1 July 2003 through 3 July 2003

ER -

Conceptualising tangibles to support learning

Abstract

Conference

Research Groups and Themes

Keywords

Access to Document

Handle.net

Other files and links

Fingerprint

Cite this