Abstract
Cooperative learning is a crucial aspect of children’s socio-emotional development. Currently, traditional teacher-guided methods dominate children’s cooperative learning, lacking timely and comprehensive feedback and relying on teacher’s organization and guidance, while digital applications, constrained by their medium, are of limited help for children’s cooperative learning. Tangible User Interfaces (TUI) and intelligent physical objects present new possibilities for children’s cooperative learning. We constructed a design model for children’s cooperative learning tangible interaction system, proposing corresponding design suggestions to address the previously mentioned issues. Guided by this model, we have developed a tangible interaction-based cooperative learning application for Chinese character learning in children. The system focuses on addressing learning difficulties faced by early readers and the challenges of deliberate cultivation of cooperative learning. Finally, comparative experiment was used to validate the effectiveness of the design recommendations and model, demonstrating that tangible interaction has a more positive impact on children’s cooperative behavior and learning outcomes compared to traditional offline learning activities.
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This work was supported by National Social Science Fund of China under grant [22BG137].
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Li, H., Jiang, Z., Ruan, Z., Fan, M. (2024). A Study on Tangible Interaction Design for Children Cooperative Learning. In: Kurosu, M., Hashizume, A. (eds) Human-Computer Interaction. HCII 2024. Lecture Notes in Computer Science, vol 14685. Springer, Cham. https://doi.org/10.1007/978-3-031-60412-6_21
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