Título : Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators
Autor(es): Pires, Ana Cristina
Bakala, Ewelina
González Perilli, Fernando
Sansone, Gustavo
Fleischer, Bruno
Marichal, Sebastian
Guerreiro, Tiago
Fecha de publicación : ago-2021
Tipo de documento: Artículo
Versión: Aceptado
Líneas de investigación: Innovación en la enseñanza y el aprendizaje
Temas de investigación: Modos emergentes de comunicación mediados por tecnología digital y su integración al aprendizaje
Descriptores temáticos: Interacción Tangible
Diseño participativo
Aprendizaje de la matemática
TICS
Tecnología educativa
Palabras clave del autor: Maths
Learning
Children with visual impairments
Tangibles
Participatory Design
Resumen : Through a set of participatory design (PD) sessions with children with visual impairments and their educators, we understood current practices in maths teaching, and designed a novel system to support learning for this particular educational context. Sixteen children were engaged in 19 PD sessions to develop tangibles and auditory stimuli to represent numbers, and to explore activities to use through a tangible user interface. We describe the context and lessons learned along the PD process with children and educators, and their implications on the design. Two main outputs were derived: iCETA, a multimodal tangible user interface that allows the use of tangible blocks to represent numbers; and, Logarín, an audiogame designed for iCETA that enables mathematical training. We explored the use of iCETA and Logarín during 15 sessions with 11 children with visual impairments. Results indicate that playing Logarín is engaging and capable of promoting their mathematical abilities. This research supports evidence that PD is successful in bringing children and other stakeholders together to design a solution that fits children’s needs and promises educational impact.
Publicado por : ELSEVIER
Publicado en : International Journal of Child-Computer Interaction
Extensión: PP.1-48
DOI: https://doi.org/10.1016/j.ijcci.2021.100382
URI / Handle: https://hdl.handle.net/20.500.12381/3238
Citación : Pires, A., Bakala, E., González Perilli, F., Sansone, G., Fleischer, B., Marichal, S., & Guerreiro, T. (2021). Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators. Pires, A., Bakala, E., González-Perilli, F., Sansone, G., Fleischer, B., Marichal, S., & Guerreiro, T. (2021). Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators. International Journal of Child-Computer Interaction, 32, 100382. https://doi.org/10.1016/j.ijcci.2021.100382
Identificador ANII : FSED_2_2020_1_163592
Agencias / Instituciones financiadoras : Agencia Nacional de Investigación e Innovación - ANII
Fundación Ceibal
Espacio Interdisciplinario, UDELAR, Uruguay
Funda¸c˜ao para a Ciˆencia e a Tecnologia (FCT), I.P., through project mIDR (AAC 02/SAICT/-860 2017, project 30347, cofunded by COMPETE/FEDER/FNR)
LASIGE Research Unit ref. UIDB/00408/2020 and ref. UIDP/00408/2020, Portugal.
Nivel de acceso : Acceso abierto
Licencia Creative Commons : Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND)
Aparece en las colecciones: Fundación Ceibal

Archivos en este ítem:
archivo Descripción Tamaño Formato  
Math_Tangibles___IJCCI.pdf9.13 MBAdobe PDFDescargar

Las obras en REDI están protegidas por licencias Creative Commons.
Por más información sobre los términos de esta publicación, visita: Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND)