Playing with blocks or with the computer? Solving complex visual-spatial reasoning tasks: Comparing children’s performance on tangible and virtual puzzles

Educational and Child Psychology

Volumn 26, Issue 3, 2009, Pages 18-29

  Verhaegh, Janneke ^a   Resing, Wilma C M ^b   Jacobs, Aljosja P A ^b   Fontijn, Willem F J ^b  

^a PHILIPS RESEARCH LABORATORIES   (Netherlands)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80455135647     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article

References (39)

1. Antle, A.N. (2007). Designing tangibles for children: What designers need to know. In CHI ’07 Extended Abstracts on Human Factors in Computing Systems (pp. 243–248). Proceedings CHI conference, San Jose, CA, April 28–May 03. New York: ACM Press.
2. Bruner, J.S. (1964). The course of cognitive growth. American Psychologist, 19, 1–15.
3. Bruner, J.S. (1973). Beyond the information given: Studies in the psychology of knowing. New York: Norton & Company.
4. Bruner, J.S. & Olver, R. (1963). Development of equivalence transformations in children. In H.F. Wright & J. Kagan (Eds.) Basic cognitive processes in children. Monographs of the Society for Research on Child Development, 28, 125–142 (Series 86).
5. Dijksma, F.T.R., Resing, W.C.M., Roig, I., Van Herk, R., Meijles, J. & Verhaegh, J. (2008). Electronic dynamic testing with a puppet series completion task. Poster presented at the International School Psychologist Association Conference, Utrecht, 8–12 Juli 2008.
6. Fontijn, W.F.J. & Mendels, P. (2005). StoryToy the interactive storytelling toy. PerGames workshop. In proceedings of International Conference on Pervasive Computing, 2005.
7. Freer Weis, D. (2006). The rationale for using manipulatives in the middles grades. Mathematics Teaching in the Middle School, 11, 238–242.
8. Goswami, U. (2004). Annual review Neuroscience and education. British Journal of Educational Psychology, 74, 1–14.
9. Hourcade, J.P. (2008). Interaction design and children. Foundations and Trends® in Human– Computer Interaction, 1, 318–326.
10. Khandelwal, M. (2006). Teaching table: A tangible mentor for pre-kindergarten math education. Atlanta, Georgia: Georgia Tech University: Master thesis.
11. Levine, S.C., Huttenlocher, J., Taylor, A. & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35, 940–949.
12. Marshall, P. (2007). Do tangible interfaces enhance learning? In Proceedings of the 1st International Conference on Tangible and Embedded interaction (pp. 163–170). New York: ACM Press.
13. Moyer, P.S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47, 175–197.
14. Malone, T.W. & Lepper, M.R. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In R.E. Snow & M.J. Farr (Eds.) Apti-tute, learning and instruction: III. Conative and affective process analyses (pp. 223–253). Hillsdale, NJ: Erlbaum.
15. Olkun, S. (2003). Comparing computer versus concrete manipulatives in learning 2D geometry. Journal of Computers in Mathematics and Science Teaching. 22, 43–56.
16. Olkun, S., Altun, A. & Smith, G. (2005). Computers and 2D geometric learning of Turkish fourth and fifth graders. British Journal of Educational Technology, 36, 317–326.
17. O’Malley, C. & Stanton-Fraser, D. (2004). Literature review in learning with tangible technologies. Bristol: Nesta FutureLab Series, report 12.
18. Parreren, C.F. & Carpay, J.A.M. (1980). Sovjetpsycholo-gen over onderwijs en cognitieve ontwikkeling [Sovjet psychologists on education and cognitive develop-ment.]. Groningen: Wolters-Noordhoff.
19. Piaget, J. (1936/1977). The origin of intelligence in the child. London: Penguin Books.
20. Piaget, J. (1946/1970). The child’s conception of movement and speed. New York: Ballantine Books.
21. Piaget, J. (1954/1971). The construction of reality in the child. New York: Ballantine Books.
22. Price, S. & Roger, Y. (2004). Let’s get physical: The learning benefits of interacting in digitally augmented physical spaces. Computers & Education, 43, 137–151.
23. Reid, S.E. (2001). Introduction: The psychology of play and games. In E.S. Charles & S.E. Reid (Eds.) Game play: Therapeutic use of childhood games (pp. 1–39). New York: Wiley.
24. Resing, W.C.M. (2006). Using children’s ‘ability to learn’ in diagnosis and assessment. Educational and Child Psychology, 23, 6–11.
25. Resing, W.C.M. (2006). Zicht op potentieel. Over dynamisch testen, variabiliteit in oplossingsgedrag en leerpotentieel van kinderen. Oratie. Universiteit Leiden: Maart 2006.
26. Resing, W.C.M. & Elliott, J.G. (2008). Dynamic Testing Utilizing Graduated Prompts Techniques and Electronic Scaffolding. Paper presented at the APERA 2008 Conference on educational research. Singapore, 26–28 November 2008.
27. Resing, W.C.M., Verhaegh, J., Hart de Ruijter, E., Tunteler, E., Fontijn, W.F.J. & Elliott, J.G. (in prep). Dynamic testing while learning: The use of tangible tables and scaffolding techniques in education.
28. Revelle, G., Zuckerman, O., Druin, A. & Bolas, M. 2005. Tangible user interfaces for children. In CHI ‘05 Extended Abstracts on Human Factors in Computing Systems (Portland, OR, USA, April 02–07, 2005). CHI ‘05. ACM, New York, NY, 2051–2052.
29. Roig, I., Resing, W.C.M., Herk, R. van, Meijles, J. & Verhaegh, J. (2008). Dynamic testing: The use of a tangible table. Poster presented at the Interna-Interna- tional School Psychologist Assocation Conference, Utrecht, 8–12 July 2008. tional
30. Sharlin, E., Itoh, Y., Watson, B.A., Kitamura, Y., Sutphen, S., Liu, L. & Kishino, F. (2004). Spatial tangible user interfaces for cognitive assessment and training. In Proceedings of Bio-ADIT 2004 (pp. 410–425). Lausanne, Switzerland.
31. Sharlin, E., Itoh, Y., Watson, B., Kitamura, Y., Sutphen, S. & Liu, L. 2002. Cognitive cubes: A tangible user interface for cognitive assessment. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems: Changing Our World, Changing Ourselves (pp. 347–354). Minneapolis, Minnesota, USA, April 20–25, 2002. CHI ‘02. ACM, New York, NY.
32. Tzuriel, D. & Shamir, A. (2002). The effects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18, 21–32.
33. Sowell, E.J. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20, 498–505.
34. Terrenghi, L., Kranz, M., Holleis, P. & Schmidt, A. (2006). A cube to learn: a tangible user interface for the design of a learning appliance. Personal and Ubiquitous Computing, 10, 153–158.
35. Ullmer, B. & Ishii, H. 2000. Emerging frameworks for tangible user interfaces. IBM Systems Journal 39, 915–931.
36. Verhaegh, J., Fontijn, W.F.J. & Hoonhout, H.C.M. (2007). TagTiles: Optimal challenge in educational electronics. In Proceedings of the 1st International Conference on Tangible and Embedded interaction (pp. 187–190). New York, NY: ACM Press.
37. Verhaegh, J., Fontijn, W.F.J. & Jacobs, A. (2008). On the benefits of tangible interfaces for educational games. In Proceedings of Digitel 2008 conference (pp. 141–145). Banff, Canada, IEEE Computer Society and Conference Publishing Services, Nov. 17–19, 2008.
38. Voyer, D., Voyer, S. & Bryden, M.P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables, Psychological Bulletin, 117, 250–270.
39. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (edited by M. Cole, J. Scribner, V. John-Steiner & E. Souberman). Cambridge: Harvard University Press.