A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning

Publication date: Available online 2 February 2018 Source:International Journal of Child-Computer Interaction Author(s): G.E. Baykal, I. Veryeri Alaca, A.E. Yantaç, T. Göksun Spatial skills are essential for everyday tasks, and technology blends seamlessly into children’s everyday environment. Since spatiality as a term is ubiquitous in experience this paper bridges literature in two fields: theories on early spatial learning in cognitive development and potential benefits of tangible user interfaces (TUIs) for supporting very young children’s spatial skills. Studies suggest that the period between 2 and 4 years of age is critical for training spatial skills (e.g., mental rotation), which relate to further success in STEAM (science, technology, engineering, arts, and math) disciplines. We first present a review of the empirical findings on spatial skills, early interventions, and tools (i.e., narrative and gesture input) recommended for training preschool children’s spatial skills. By situating the work within the use and benefits of manipulatives (e.g., building blocks, puzzles, shapes) combined with digital affordances in interaction design, we address the relevance of TUIs as complementary tools for spatial learning. We concentrate on the supporting properties of TUIs that enable playful learning, make storytelling more concrete, and provide embodiment effects through physicality. Through various products found in the market and literature that address the ph...
Source: International Journal of Child Computer Interaction - Category: Child Development Source Type: research