Abstract
In this study, we evaluate in which extent a tangible tabletop interface can enhance students’ activity involve in playing a serious game. Participants were eleven first grade students. Each group practiced the game in class and then, the same serious game for a tangible tabletop interface. Time on task of each student was measured in the two conditions of practicing the game. Results indicate that the time students spend on task in playing the serious game on a tangible tabletop interface is significantly higher than the time they spend on task when playing the game in class. However, results revealed interindividual differences. Finally, data shown that students’ activity is mostly asynchronous in playing the serious game on a tangible tabletop interface while their activity is mostly synchronous in playing the game in class.
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