and research include educational technology, learning environments, Information communication technology (ICT) assisted learning for people with special needs, ICT in health, media education, contemporary learning theories, innovation and creative production of multimedia contents. Her recent research projects have involved investigating ICT-supported learning for people with special needs with a particular attention to the development of European Union reference point portal for end-users. Andreja's website has details of her activities and publications: http:// andreja-istenic-starcic.eu/. Dr Mara Cotic is a full professor and a dean of the Faculty of Education, University of Primorska. Her teaching and research interests include mathematics and special didactics of mathematics. Mara is a member of national comities for curricular reform of educational system and had written over 50 textbooks for mathematics for primary school and college. Dr Matej Zajc is an assistant professor at the University of Ljubljana Faculty of Electrical Engineering. His academic interests include research in ICT for learning and interactive multimedia systems and services.
AbstractThis design-based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2-year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students' needs and geometry concept learning in relation to computer-supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer-assisted learning environments supported by TUI.
IntroductionTangible user interfaces as facilitators for cognitive and physical supported concept development Students with special educational needs are not always equally included in organized forms of classroom learning. Additional obstacles exist for students with low fine motor skills and learning difficulties who have difficulties using a computer with mouse and keyboard as the interface for
