Using need validation to design an intelligent tangible learning environment

Erin Walker; Winslow Burleson

doi:10.1145/2212776.2223763

Using need validation to design an intelligent tangible learning environment

Erin Walker, Winslow Burleson

Nursing

Research output: Contribution to conference › Paper › peer-review

Abstract

Tangible learning environments may be improved if combined with another successful educational technology, intelligent tutoring systems. However, design principles for tangible environments and intelligent support are often at odds. To reconcile these differences, we employ a need validation methodology to understand student needs in an intelligent tangible learning environment. We found that students seek activities that provide them with feelings of discovery, inter-group competition, and an appropriate level of challenge. In addition, students value physical movement, interactivity, and perceived relevance to their learning objectives. We discuss design implications of these findings for combining the benefits of tangible learning and intelligent support systems.

Original language	English (US)
Pages	2123-2128
Number of pages	6
DOIs	https://doi.org/10.1145/2212776.2223763
State	Published - 2012
Event	30th ACM Conference on Human Factors in Computing Systems, CHI 2012 - Austin, TX, United States Duration: May 5 2012 → May 10 2012

Other

Other	30th ACM Conference on Human Factors in Computing Systems, CHI 2012
Country/Territory	United States
City	Austin, TX
Period	5/5/12 → 5/10/12

Keywords

intelligent support systems
tangible learning environments
user-centered design

ASJC Scopus subject areas

Human-Computer Interaction
Computer Graphics and Computer-Aided Design
Software

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10.1145/2212776.2223763

Cite this

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title = "Using need validation to design an intelligent tangible learning environment",

abstract = "Tangible learning environments may be improved if combined with another successful educational technology, intelligent tutoring systems. However, design principles for tangible environments and intelligent support are often at odds. To reconcile these differences, we employ a need validation methodology to understand student needs in an intelligent tangible learning environment. We found that students seek activities that provide them with feelings of discovery, inter-group competition, and an appropriate level of challenge. In addition, students value physical movement, interactivity, and perceived relevance to their learning objectives. We discuss design implications of these findings for combining the benefits of tangible learning and intelligent support systems.",

keywords = "intelligent support systems, tangible learning environments, user-centered design",

author = "Erin Walker and Winslow Burleson",

note = "Funding Information: This work was funded by the Computing Innovations Fellowship program, NSF Grant #SBE-1019343. Publisher Copyright: {\textcopyright} 2012 Authors.; 30th ACM Conference on Human Factors in Computing Systems, CHI 2012 ; Conference date: 05-05-2012 Through 10-05-2012",

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doi = "10.1145/2212776.2223763",

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AB - Tangible learning environments may be improved if combined with another successful educational technology, intelligent tutoring systems. However, design principles for tangible environments and intelligent support are often at odds. To reconcile these differences, we employ a need validation methodology to understand student needs in an intelligent tangible learning environment. We found that students seek activities that provide them with feelings of discovery, inter-group competition, and an appropriate level of challenge. In addition, students value physical movement, interactivity, and perceived relevance to their learning objectives. We discuss design implications of these findings for combining the benefits of tangible learning and intelligent support systems.

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KW - tangible learning environments

KW - user-centered design

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Y2 - 5 May 2012 through 10 May 2012

ER -

Using need validation to design an intelligent tangible learning environment

Abstract

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Keywords

ASJC Scopus subject areas

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