Exploring how children use their hands to think: an embodied interactional analysis.
In order to better understand how to design hands-on child-computer interaction, we explore how different styles of interaction facilitate children's thinking while they use their hands to manipulate objects. We present an exploratory study of children solving a spatial puzzle task. We investigate h...
| Publicado en: | Behaviour & Information Technology Vol. 32; no. 9; pp. 938 - 955 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104226659&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104226659 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0144929X B6Q jtl: Behaviour & Information Technology issn: 0144929X maglogo: Y pubinfo: dt: Sep2013 vid: 32 iid: 9 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104226659 90274172 10.1080/0144929X.2011.630415 104226659 ppf: 938 ppct: 17 formats: tig: atl: Exploring how children use their hands to think: an embodied interactional analysis. aug: au: Antle, Alissa N. affil: School of Interactive Arts and Technology, Simon Fraser University, 250-13450 102, Avenue Surrey, BC, V3T 0A3, Canada sug: subj: Hand Cognition In Infancy and Childhood User-Computer Interface Human Child Mouse (Computer) Computer Input Devices Problem Solving In Infancy and Childhood Female Male Coding Data Analysis Software Time Factors Funding Source Child: 6-12 years Female Male ab: In order to better understand how to design hands-on child-computer interaction, we explore how different styles of interaction facilitate children's thinking while they use their hands to manipulate objects. We present an exploratory study of children solving a spatial puzzle task. We investigate how the affordances of physical, graphical and tangible interfaces may facilitate the development of thinking skills including mental visualisation, problem space exploration and collaboration. We utilise the theory of complementary actions taken from embodied cognition to develop a video coding methodology that allows us to classify behavioural activity and make inferences about thinking skills development. Our findings indicated that the combination of direct hands-on input style with audio-visual feedback facilitated by the tangible user interface enabled a dynamic task completion strategy, which supports the development of mental skills with a slight time cost. The mouse and graphical user interface supported a trial and error approach, which may limit skills development. The physical cardboard puzzle enabled effective task completion but provided less support for social interaction and problem space exploration. We conclude with design recommendations. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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