Physical manipulation
Andrew Manches, Claire L O’Malley, Steve Benford · 2009
In order to design tangible technologies that are effective in supporting children's learning, it is important to understand what advantages or limitations are afforded by physical manipulation. This paper highlights some of the perceptual and manipulative properties of physical representations with respect to their effect on the problem space and describes how, for certain problem types, these may benefit children's strategies and learning. These arguments are discussed in relation to ongoing research into children's use of physical materials to solve numerical problems, and comparative performance using virtual materials. The paper uses this research to suggest ways in which tangible designs may support learning in this area by building on the advantages of physical manipulation whilst avoiding limiting exploration by constraining the range of actions and possible learning opportunities provided.