Do tangible interfaces enhance learning?

Paul Marshall*

*Corresponding author for this work

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

388 Citations (Scopus)


Conceptual work on tangible interfaces has focused primarily on the production of descriptive frameworks. While this work has been successful in mapping out a space of technical possibilities and providing a terminology to ground discussion, it provides little guidance on the cognitive or social effects of using one type of interface or another. In this paper we look at the area of learning with tangible interfaces, suggesting that more empirically grounded research is needed to guide development. We provide an analytic framework of six perspectives, which describes latent trends and assumptions that might be used to motivate and guide this work, and makes links with existing research in cognitive science and education.

Original languageEnglish
Title of host publicationTEI'07
Subtitle of host publicationFirst International Conference on Tangible and Embedded Interaction - Conference Proceedings
Number of pages8
Publication statusPublished - 1 Oct 2007
Event1st International Conference on Tangible and Embedded Interaction - Baton Rouge, LA, United States
Duration: 15 Feb 200717 Feb 2007


Conference1st International Conference on Tangible and Embedded Interaction
Country/TerritoryUnited States
CityBaton Rouge, LA


  • Frameworks
  • Learning
  • Tangible interface
  • TUI


Dive into the research topics of 'Do tangible interfaces enhance learning?'. Together they form a unique fingerprint.

Cite this