Embodied learning via tangible user interfaces: the impact of physical interaction on learning performance

Abstract

Tangible user interfaces have been introduced as a form of Human-Computer Interaction to promote embodied learning pedagogy. This interaction modality offers the possibility to support students' cognitive development through manipulating objects in the social and physical environment of the classroom. This article presents a study of tangible user interfaces supporting children (aged 9 to 11) while learning of the solar system concepts. A controlled study was performed at a primary school with 18 participants to evaluate the educational potential of manipulating abstract concepts in the physical world, compared to tablet-based learning. The results highlighted a significant difference in terms of the learning performance between both groups, as determined by one-way ANOVA (F (1,16) = 4.49, p = .033), in favour of the tangible user interfaces. These findings draw some implications for the adoption of the tangible interaction to extend embodied learning pedagogy and cognitive development of children.