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This paper explains potential benefits of indirect biofeedback used within interactive virtual environments, and reflects on an earlier study that allowed for the dynamic modification of a virtual environment's graphic shaders, music and artificial intelligence, based on the biofeedback of the player. The aim was to determine which augmented effects aided or discouraged engagement in the game. Conversely, biofeedback can help calm down rather than stress participants, and attune them to different ways of interacting within a virtual environment. Other advantages of indirect biofeedback might include increased personalization, thematic object creation, atmospheric augmentation, filtering of information, and tracking of participants' understanding and engagement. Such features may help designers create more intuitive virtual environments with more thematically appropriate interaction while reducing cognitive loading on the participants. Another benefit would be more engaged clients with a better understanding of the richness and complexity of a digital environment.

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In this paper we investigate how technologies can be designed to support learning in preparatory classrooms by augmenting existing learning objects. By following an iterative interaction design process of working with teachers and children within the classroom environment, we can better design technologies through the augmentation (rather than replacement) of existing learning activities. Our case study -the Discovery Table -uses a variety of technologies to allow everyday plastic symbols of letters and numbers to be placed on a technology augmented table in order to provide visual, audible and tangible feedback to the children. Discovery Table demonstrates a first step towards more fundamental work towards successful design for tangible learning.