Supporting Learning with Interactive Surfaces and Spaces
Michael A. Evans, Jochen Rick
Zu finden in: Handbook of Research on Educational Communications and Technology (Seite 689 bis 701), 2014
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In recent years, educational research on interactive surfaces such as tablets, tabletops, and whiteboards, and spaces such as smart rooms and 3D sensing systems has grown in quantity, quality, and prominence. Departing from the mouse-and-keyboard form of input, users of these systems manipulate digital information directly with fingers, feet, and body movements, or through a physical intermediary such as token, pen, or other tractable object. Due to their support for natural user interfaces, direct input and multiple access points, these educational technologies provide significant opportunities to support colocated collaborative and kinesthetic learning. As hardware becomes affordable, development environments mature, and public awareness grows, these technologies are likely to see substantial uptake in the classroom. In this chapter, we provide a foothold on the current technology development and empirical literature, highlighting a range of exemplary projects that showcase the potential of interactive surfaces and spaces to support learning across age groups and content domains. We synthesize across the existing work to formulate implications of these technological trends for the design of interactive educational technologies, the impetus for academic research based on such systems, and the advancement of future educational practice.Von Michael A. Evans, Jochen Rick im Buch Handbook of Research on Educational Communications and Technology (2014) im Text Supporting Learning with Interactive Surfaces and Spaces
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