Tangible Interfaces and Virtual Worlds: A New Environment for Inclusive Education

Mateu, Juan; Lasala, María José; Alamán, Xavier

doi:10.1007/978-3-319-03176-7_16

Cited by 17 publications

(5 citation statements)

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“…Nevertheless, Kinect had been used effectively by people with special needs and as an auxiliary learning tool in the traditional classroom. Some successful experiences with Kinect are: improvement of the outcomes of a daily life game used by children with autism, a system of drawing via hand motion, a system to create music by arm motion [6], a system to help immigrant children learn a new language for the purposes of classroom learning and integration into local society [7], or a system for rehabbing students' motor skills, enhancing the memory of people with autism and encouraging greater sociability (helping them to cooperate with each other and gradually develop their oral expression to a point where they can give basic instructions to each other during the game) [8]. An interactive framework using Kinect for e-learning specific for presentation and assessment has also been published [9].…”

Section: Related Workmentioning

confidence: 99%

Computers Helping People with Special Needs

2014

Lecture Notes in Computer Science

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Section: Related Workmentioning

confidence: 99%

Computers Helping People with Special Needs

2014

Lecture Notes in Computer Science

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“…Tangible devices tend to be portable and encourage physical activity that is important for children's development (Marshall, 2007), while computer work often prevents children from moving, which could have a negative impact on health and learning outcomes (Fang et al, 2019;Marshall, 2007). In addition, the existing body of research on tangible devices also proposes that they can foster interest and motivation of students (Mateu et al, 2013) since a playful learning environment can be created with physical objects interacting with virtual environments (Shaer et al, 2014). Even more importantly -given the focus of this work -it supports the development of collaborative and social skills both in typically developing (Garcia-Sanjuan et al, 2018;Schneider et al, 2010) and SEN children (Al Mahmud & Soysa, 2020;Alessandrini et al, 2016;Farr et al, 2010;Hourcade et al, 2012).…”

Section: Tangible User Interfaces (Tuis)mentioning

confidence: 96%

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Pasqualotto,

Filosofi

2023

Research on Education and Media

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Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational opportunities have expanded because of the development of tablets and smartphones. Teachers have the opportunity to combine physical and electronic objects when creating education materials, so they are not confined to the use of traditional physical objects. Storytelling remains one of the oldest teaching methods for children: the development of technology has given impetus to the creation of tangible digital storytelling, which combines programs with physical objects, creating a single field for learning. Creating stories in which a child can interact with his/her peers has also provided new opportunities for inclusion and cooperation in young children. Indeed, the increased use of speakers, videos, pictures, and other tools that can help to quickly create and easily adapt objects for children with various backgrounds has fostered inclusive teaching. This paper will consider the evolution of the storytelling practice, focusing specifically on tangible digital storytelling and its benefits in young children.

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“…Problems and the path to a solution are perceived as fun. TUI exposure was more attractive to visitors than classic or multitouch exhibits for acquiring knowledge in institutions such as museums [ 5 , 6 , 7 , 8 , 9 ].…”

Section: Tui Application Areasmentioning

confidence: 99%

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

Krestanova

Černý

Augustýnek

2021

Sensors

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A tangible user interface or TUI connects physical objects and digital interfaces. It is more interactive and interesting for users than a classic graphic user interface. This article presents a descriptive overview of TUI’s real-world applications sorted into ten main application areas—teaching of traditional subjects, medicine and psychology, programming, database development, music and arts, modeling of 3D objects, modeling in architecture, literature and storytelling, adjustable TUI solutions, and commercial TUI smart toys. The paper focuses on TUI’s technical solutions and a description of technical constructions that influences the applicability of TUIs in the real world. Based on the review, the technical concept was divided into two main approaches: the sensory technical concept and technology based on a computer vision algorithm. The sensory technical concept is processed to use wireless technology, sensors, and feedback possibilities in TUI applications. The image processing approach is processed to a marker and markerless approach for object recognition, the use of cameras, and the use of computer vision platforms for TUI applications.

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Tangible Interfaces and Virtual Worlds: A New Environment for Inclusive Education

Cited by 17 publications

References 10 publications

Computers Helping People with Special Needs

Computers Helping People with Special Needs

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

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