Tangible Representational Properties: Implications for Meaning Making

IF 2.4 Q3 COMPUTER SCIENCE, ARTIFICIAL INTELLIGENCE Multimodal Technologies and Interaction Pub Date : 2018-09-05 DOI:10.3390/mti2030054
Taciana Pontual Falcão
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引用次数: 1

Abstract

Tangible technologies are considered promising tools for learning, by enabling multimodal interaction through physical action and manipulation of physical and digital elements, thus facilitating representational concrete–abstract links. A key concept in a tangible system is that its physical components are objects of interest, with associated meanings relevant to the context. Tangible technologies are said to provide ‘natural’ mappings that employ spatial analogies and adhere to cultural standards, capitalising on people’s familiarity with the physical world. Students with intellectual disabilities particularly benefit from interaction with tangibles, given their difficulties with perception and abstraction. However, symbolic information does not always have an obvious physical equivalent, and meanings do not reside in the representations used in the artefacts themselves, but in the ways they are manipulated and interpreted. In educational contexts, meaning attached to artefacts by designers is not necessarily transparent to students, nor interpreted by them as the designer predicted. Using artefacts and understanding their significance is of utmost importance for the construction of knowledge within the learning process; hence the need to study the use of the artefacts in contexts of practice and how they are transformed by the students. This article discusses how children with intellectual disabilities conceptually interpreted the elements of four tangible artefacts, and which characteristics of these tangibles were key for productive, multimodal interaction, thus potentially guiding designers and educators. Analysis shows the importance of designing physical-digital semantic mappings that capitalise on conceptual metaphors related to children’s familiar contexts, rather than using more abstract representations. Such metaphorical connections, preferably building on physical properties, contribute to children’s comprehension and facilitate their exploration of the systems.
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有形表征属性:意义生成的含义
有形技术被认为是有前途的学习工具,它通过物理动作和对物理和数字元素的操纵实现多模态交互,从而促进具象的具体-抽象联系。有形系统中的一个关键概念是,其物理组件是感兴趣的对象,具有与上下文相关的相关含义。据说,有形技术可以提供“自然”的映射,利用空间类比和文化标准,利用人们对物质世界的熟悉程度。智力残疾的学生尤其受益于与有形事物的互动,因为他们在感知和抽象方面存在困难。然而,符号信息并不总是具有明显的物理等价物,意义并不存在于人工制品本身所使用的表征中,而是存在于它们被操纵和解释的方式中。在教育背景下,设计师赋予人工制品的意义对学生来说并不一定是透明的,也不像设计师所预测的那样被他们理解。使用人工制品并理解其意义对于在学习过程中构建知识至关重要;因此,有必要研究人工制品在实践中的使用情况,以及学生如何将其转化为人工制品。本文讨论了智障儿童如何从概念上解释四种有形人工制品的元素,以及这些有形物品的哪些特征是高效、多模态交互的关键,从而可能指导设计师和教育者。分析表明,设计物理-数字语义映射的重要性,利用与儿童熟悉的环境相关的概念隐喻,而不是使用更抽象的表征。这种隐喻的联系,最好是建立在物理性质上,有助于儿童的理解和促进他们对系统的探索。
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来源期刊
Multimodal Technologies and Interaction
Multimodal Technologies and Interaction Computer Science-Computer Science Applications
CiteScore
4.90
自引率
8.00%
发文量
94
审稿时长
4 weeks
期刊最新文献
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