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July-September 2011 (vol. 4 no. 3)
pp. 222-232
ASCII Text
x 
 
Bertrand Schneider, Patrick Jermann, Guillaume Zufferey, Pierre Dillenbourg, "Benefits of a Tangible Interface for Collaborative Learning and Interaction," IEEE Transactions on Learning Technologies, vol. 4, no. 3, pp. 222-232, July-September, 2011.
 
 
BibTex
x
 
@article{ 10.1109/TLT.2010.36,
author = {Bertrand Schneider and Patrick Jermann and Guillaume Zufferey and Pierre Dillenbourg},
title = {Benefits of a Tangible Interface for Collaborative Learning and Interaction},
journal ={IEEE Transactions on Learning Technologies},
volume = {4},
number = {3},
issn = {1939-1382},
year = {2011},
pages = {222-232},
doi = {http://doi.ieeecomputersociety.org/10.1109/TLT.2010.36},
publisher = {IEEE Computer Society},
address = {Los Alamitos, CA, USA},
}
 
 
RefWorks Procite/RefMan/Endnote
x 
 
TY - JOUR
JO - IEEE Transactions on Learning Technologies
TI - Benefits of a Tangible Interface for Collaborative Learning and Interaction
IS - 3
SN - 1939-1382
SP222
EP232
EPD - 222-232
A1 - Bertrand Schneider,
A1 - Patrick Jermann,
A1 - Guillaume Zufferey,
A1 - Pierre Dillenbourg,
PY - 2011
KW - learning (artificial intelligence)
KW - human computer interaction
KW - mediation analysis
KW - tangible interface
KW - collaborative learning
KW - Materials
KW - User interfaces
KW - Problem-solving
KW - Education
KW - Collaboration
KW - Computers
KW - Logistics
KW - vocational training.
KW - CSCL
KW - multitouch interface
KW - tangible interface
VL - 4
JA - IEEE Transactions on Learning Technologies
ER -
 
Bertrand Schneider, Stanford Univ., Stanford, CA, USA
Patrick Jermann, Rolex Learning Center, EPFL, Lausanne, Switzerland
Guillaume Zufferey, Rolex Learning Center, EPFL, Lausanne, Switzerland
Pierre Dillenbourg, Rolex Learning Center, EPFL, Lausanne, Switzerland
We investigated the role that tangibility plays in a problem-solving task by observing logistic apprentices using either a multitouch or a tangible interface. Results showed that tangibility helped them perform the task better and achieve a higher learning gain. In addition, groups using the tangible interface collaborated better, explored more alternative designs, and perceived problem solving as more playful. Mediation analysis revealed that exploration was the only process variable explaining the performance for the problem-solving task. Implications of this study are discussed in terms of the benefits of tangibility for education and directions for future research.

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Index Terms:
learning (artificial intelligence),human computer interaction,mediation analysis,tangible interface,collaborative learning,Materials,User interfaces,Problem-solving,Education,Collaboration,Computers,Logistics,vocational training.,CSCL,multitouch interface,tangible interface
Citation:
Bertrand Schneider, Patrick Jermann, Guillaume Zufferey, Pierre Dillenbourg, "Benefits of a Tangible Interface for Collaborative Learning and Interaction," IEEE Transactions on Learning Technologies, vol. 4, no. 3, pp. 222-232, July-Sept. 2011, doi:10.1109/TLT.2010.36
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