FingerTrips on Tangible Augmented 3D Maps for Learning History

Triantafyllidou, Iliana; Chatzitsakiroglou, Athina-Maria; Georgiadou, Stergiani; Palaigeorgiou, George

doi:10.1007/978-3-319-75175-7_46

Cited by 8 publications

(13 citation statements)

References 27 publications

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“…Although touch is mainly considered as a computational input tool, it also seems to be an invaluable learning mean which can improve geography learning by providing spatial references and improving visual attention on the augmented terrains. Fingertrips have been proposed also for history learning (Triantafyllidou et al , 2017) and our study is just an initial confirmation on the design routes that geography learning can take with tangible interactions. Both the 3D model can be enriched with more accurate and convincing representations (e.g.…”

Section: Discussionsupporting

confidence: 52%

Touching and traveling on 3D augmented tangible maps for learning geography

Palaigeorgiou

Karakostas

Skenteridou

2018

ITSE

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Purpose Tangible physical maps which are enhanced by new digital forms of interaction can become an invaluable asset for learning geography in an embodied way. The purpose of this work is to evaluate an interactive augmented three-dimensional (3D) tangible map on which students interact and travel with their fingers. Design/methodology/approach A total of 58 fourth-grade students from eight elementary schools participated in the study. The participants played with the FingerTrips environment in 24 sessions and in groups of two or three. Each session lasted for about 20-25 min. After completing the interactive game, the students answered a questionnaire concerning their attitudes toward the tangible environment and participated in a short interview. Findings Students’ responses revealed that FingerTrips managed to transform the experience of meeting new places, understanding spatial relations and learning geography. Students supported that such an approach is closer to their interactive experiences and expectations, and exploits embodied learning affordances to achieve enjoyable learning. Students identified their finger-based trips as an effective and intriguing static haptic guidance that helped them learn more effectively. Originality/value The specific approach has two distinctive characteristics. First, a new interaction style on the map is suggested, the use of trips with fingers. Students have to follow predefined engraved paths on the 3D terrain to sense distances and changes in altitude and “touch” the topology asked to understand and explore. Second, it is examined whether a low fidelity interactive 3D terrain, which can be easily reconstructed and reprogrammed by primary school students, can become a useful canvas for learning geography.

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Section: Discussionsupporting

confidence: 52%

Touching and traveling on 3D augmented tangible maps for learning geography

Palaigeorgiou

Karakostas

Skenteridou

2018

ITSE

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“…The learning environment's effectiveness and efficiency was evaluated by twenty-six 6 th grade students who participated in the pilot. The students' answers revealed that Fin-gerTrips enhanced their engagement and motivation in history learning, and made them feel as active participants in the historical event presented [9].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Recently, there is a trend to bring closer the classroom with historical installations through affordable and easily reconstructible augmented and embodied learning environments such as the FingerTrips approach, which apart from its geography application has also been used in the context of history teaching. In a recent study [9], the Finger-Trips paradigm was deployed as an augmented 3D tangible model of a historical site, in which students could interact with historical content through a virtual field trip. The learning environment's effectiveness and efficiency was evaluated by twenty-six 6 th grade students who participated in the pilot.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Tangible interfaces promote a sensory engagement of the student and the facilitation of spatial tasks while actively manipulating a digital representation of physical objects [6,8]. On the other hand, a virtual "finger trip" over a tangible, interactive and augmented environment depicting historical sites seems to motivate students to engage deeper into the study of historical content [9].…”

Section: Introductionmentioning

confidence: 99%

“…The Fingertip [6,9] board was constructed from a 50x75cm MDF piece and the geophysiology of the terrain was constructed with plasteline. On this model, a vertically placed projector was overlaying the map and the questions of the game, as seen in Fig 1 . The whole game was implemented in MIT Scratch and for the touch interface, we used a Makey-Makey board.…”

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confidence: 99%

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Mixing Educational Robotics, Tangibles and Mixed Reality Environments for the Interdisciplinary Learning of Geography and History

Xefteris

Palaigeorgiou

2019

Int. J. Eng. Ped.

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In the present study we present a mixed reality learning environment that aims to become a creative, joyful and efficient interdisciplinary canvas for learning about history and geography and for concurrently fostering computational thinking. The environment makes use of embodied affordances and educational robotics and consists of two parts: an augmented 3D-tangible model of southern Europe with finger-based interaction and a second floor-based augmented robotics track de-picting European landmarks, where students are asked to perform tasks with Mindstorms EV3 robots. The game scenario describes a treasure hunt around Eu-rope and students swap between finger-based and robotics-based interactive sur-faces in two pairs. For the evaluation of our intervention, six groups of four stu-dents played with the environment for approximately 45 minutes each. Data col-lection was performed through pre- and post-knowledge test, attitude question-naire and a semi-formal group interview. Students’ answers showed that the mixed reality environment improved their engagement and motivation and en-hanced their orientation around Europe’s geophysical features. The robotics as-pect consolidated further their computational thinking skills while being highly exciting. The proposed approach was closer to the student’s expectations and in-teractive experiences, successfully exploited embodied learning opportunities and gamified the learning process.

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