Designing tangibles for learning: An empirical investigation

Recent developments in wireless and sensor technologies make it possible for computational power to be embedded in objects and the environment. These objects and locations can be networked together in a number of different ways, and can be linked to various forms of digital representation, such as an image or animation on a screen display, a sound, or even a change in the object itself. For example, Flow Blocks are blocks embedded with sensor technology. When the blocks are connected together light signals are sent through them, to help children to explore different models of flow. Combining physical objects and real world environments with digital enhancement in this way offers the opportunity for learners to explore physical or scientific phenomena in new ways, giving them access to information not normally available in the physical world. Several research studies demonstrate the technical possibilities of such 'tangible environments', but little is known about their particular value for learning. We have now reached a point where more systematic investigation of the learning benefits is essential for guiding future development and use of tangible technologies for learning, and in particular to understand more clearly the impact of different ways of linking together objects, environments and information, on the way that learners interact with and understand scientific ideas.To achieve this a research framework has been developed, which identifies design characteristics of tangible artefacts and related representations i.e., the different ways of linking information and representations of scientific phenomena to objects and actions placed upon those objects. Tangible artefacts and representations will be designed, developed and linked to help students learning about biology topics, such as genetics, or physics topics, such as forces and motion. For example, in understanding genetic diversity through meiosis, chromosomes could be represented as objects created from different materials e.g., colour-coded blocks or a substance that feels more fragile which easily connects and disconnects. When joined together crossovers, or genetic recombination, of the joined chromosomes could be shown, either in the artefacts themselves through changes of colour-coded segments, or as an animation on an adjacent screen, or indeed both. What kind of inferences and conclusions can students draw from the different kind of representations associated with the object-action relationship? Does the 'construction' activity or the tangibility of different materials facilitate inferences/ understanding? Small groups of students will work with the tangibles and be encouraged to talk about what they think is happening when they move objects around, see or hear digital effects produced by their actions. Data from empirical studies will be analysed to explore the impact of different design variables on interaction and cognition. Findings will be used to derive preliminary guidelines to inform the design of effective integration of technologies and representations to develop a tangible learning environment. An example environment will then be evaluated to assess its impact on student learning, and to verify the design guidelines. This research will provide much needed insight into the learning benefits of tangibles and associated representations, and the effective integration of artefacts and representations for particular kinds of learning. This will inform the development of design guidelines for tangible technologies for learning, and ways in which tangible learning can be integrated into teaching to enhance learning and effective pedagogical practice.