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"Teegi's so cute!": assessing the pedagogical potential of an interactive tangible interface for schoolchildren

Authors:

Stéphanie Fleck,

Charlotte Baraudon,

Thibault Lainé,

Martin HachetAuthors Info & Claims

IDC '18: Proceedings of the 17th ACM Conference on Interaction Design and Children

Pages 143 - 156

https://doi.org/10.1145/3202185.3202731

Published: 19 June 2018 Publication History

Abstract

Cerebral activity is an intangible physiological process that is difficult to apprehend, especially for children. To overcome this difficulty, Teegi was designed as a new type of educational support. This tangible interface enables children to discover the relationship between brain activity and the functions of the human body. We developed a multimethods research approach to estimate the pedagogical potential of Teegi used in a real-life educational context. Using this interdisciplinary methodology, we conducted a user study (N=29) that highlighted the strengths of this interface, both in terms of its usability and its impact on learning. Moreover, results revealed possible improvements to further increase pedagogical effectiveness. This type of interface, as well as the evaluation method that we propose, contribute to extending our knowledge concerning the pedagogical use of new interactive tools at school.

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cover image ACM Conferences

IDC '18: Proceedings of the 17th ACM Conference on Interaction Design and Children

June 2018

789 pages

ISBN:9781450351522

DOI:10.1145/3202185

Conference Chairs:
Michail N. Giannakos
Norwegian University of Science and Technology, Norway
,
Letizia Jaccheri
Norwegian University of Science and Technology, Norway
,
Monica Divitini
Norwegian University of Science and Technology, Norway

Copyright © 2018 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 19 June 2018

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IDC '18: Interaction Design and Children

June 19 - 22, 2018

Trondheim, Norway

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IDC '18 Paper Acceptance Rate 28 of 96 submissions, 29%;

Overall Acceptance Rate 172 of 578 submissions, 30%

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Valguarnera SLandoni M(2022)”This book is magical!”: exploring emergent readers’ preferences and wishes for storytelling toolsNordic Human-Computer Interaction Conference10.1145/3546155.3547274(1-9)Online publication date: 8-Oct-2022
Gao JGong JZhou GGuo HQi T(2022)Learning with Yourself: a Tangible Twin Robot System to Promote STEM Education2022 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS)10.1109/IROS47612.2022.9981423(4981-4988)Online publication date: 23-Oct-2022
Mustar MHartanto RSantosa P(2022)User Interface for Child-Robot Interaction in Education: Perspective and Challenges2022 2nd International Conference on Electronic and Electrical Engineering and Intelligent System (ICE3IS)10.1109/ICE3IS56585.2022.10010156(360-364)Online publication date: 4-Nov-2022
Lehnert FNiess JLallemand CMarkopoulos PFischbach AKoenig V(2022)Child–Computer InteractionInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2021.10039832:COnline publication date: 1-Jun-2022
Fokides EAlatzas K(2022)Using Digitally Enhanced Tangible Materials for Teaching Fractions: Results of a ProjectTechnology, Knowledge and Learning10.1007/s10758-022-09605-x28:4(1589-1613)Online publication date: 21-May-2022
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