Nidaba: Digital Platform for Production of Inclusive Educational Resources Based on a Tangible Tabletop

• Evandro Preuss Federal University of Rio Grande do Sul http://orcid.org/0000-0003-1443-710X
• Renato Ventura Bayan Henriques Federal University of Rio Grande do Sul https://orcid.org/0000-0001-6001-4525
• Sandra Baldassarri University of Zaragoza https://orcid.org/0000-0002-9315-6391

DOI: https://doi.org/10.5753/cbie_estendido.2022.226293

Abstract

Tangible interfaces use for educational purposes has considerable advantages and can provide an increase in student engagement and motivation, in addition to being a suitable assistive technology resource for inclusive education. This work presents a proposal for using the tangible table in inclusive education, with an authoring tool for building educational applications and the platform needed for its execution, developed specifically for this purpose. This platform can be used as an instrument of technological mediation, in an interactive and intuitive way by teachers and students, for the development and use of pedagogical activities in an inclusive context.

Keywords: Tangible tabletop, inclusive education, assistive technology, authoring tool

References

Artola, V. et al. (2015). “Authoring tool for creating tangible interaction-based educational activities”. Journal of Computer Science & Technology, 15(2).

Bonillo, C. and Baldassarri, S. et al. (2019) "Tackling developmental delays with therapeutic activities based on tangible tabletops", Universal Access in the Information Society, v. 18, n. 1, p. 31–47. DOI: 10.1007/s10209-017-0582-4.

Bonillo, C. et al. (2019) "KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices", Universal Access in the Information Society. DOI: 10.1007/s10209-019-00644-3.

Brooke, J. (1996) “SUS-A quick and dirty usability scale”. In: JORDAN, P. W., THOMAS, B., MCCLELLAND, I. L. et al. (Org.), Usability evaluation in industry, [S.l.], CRC Press, p. 189–194.

Chen, J. et al. (2019) “A pilot study on evaluating children with autism spectrum disorder using computer games”, Computers in Human Behavior, v. 90, p. 204–214.

Falcão, T. P. (2018) “Feedback and Guidance to Support Children with Intellectual Disabilities in Discovery Learning with a Tangible Interactive Tabletop”, ACM Trans. Access. Comput., v. 11, n. 3, p. 16:1-16:28, set. 2018. DOI: 10.1145/3226114.

Falcão, T. P. and Dackermann, T. et al. (2018) “Tangible Tens: Evaluating a Training of Basic Numerical Competencies with an Interactive Tabletop”. 2018. event-place: Montreal QC, Canada. Anais [...] New York, NY, USA, ACM, p. 551:1-551:12. DOI: 10.1145/3173574.3174125.

Hodaie, Z., Haladjian, J. and Brügge, B. (2019) “ISAR: An Authoring System for Interactive Tabletops”. event-place: Daejeon, Republic of Korea. Anais [...] New York, NY, USA, Association for Computing Machinery, 2019. p. 355–360. DOI: 10.1145/3343055.3360751.

Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. event-place: Boston, Massachusetts. Anais [...] New York, NY, USA, ACM. DOI: 10.1145/1179849.1179963.

Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. event-place: Banff, Alberta, Canada. Anais [...] New York, NY, USA, ACM, 2009. p. 9–16. DOI: 10.1145/1731903.1731906.

Kubicki, S. et al. (2016) “Using a Tangible Interactive Tabletop to Learn at School: Empirical Studies in the Wild”. event-place: Fribourg, Switzerland. Anais [...] New York, NY, USA, ACM, p. 155–166. DOI: 10.1145/3004107.3004120.

Lima, R. P. et al. “Asistranto: An Assistive Educational Platform for Promotion of Interest in Autistic Children”, Procedia Computer Science, v. 160, p. 385–393, 2019. DOI: https://doi.org/10.1016/j.procs.2019.11.076.

Marco, J. et al. (2010) “Let the experts talk: An experience of tangible game design with children”, Interactions, v. 17, n. 1, p. 58–61, 2010. DOI: 10.1145/1649475.1649490.

Marco, J., Cerezo, E. and Baldassarri, S. (2012) “ToyVision: A toolkit for prototyping tabletop tangible games". In: EICS’12 - Proceedings of the 2012 ACM SIGCHI Symposium on Engineering Interactive Computing Systems, 2012. Anais [...] [S.l: s.n.], p. 71–80. DOI: 10.1145/2305484.2305498.

Mcauley, E., Duncan and T., Tammen, V. V. (1989) “Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis”, Research Quarterly for Exercise and Sport, v. 60, n. 1, p. 48–58, 1 mar. 1989. DOI: 10.1080/02701367.1989.10607413.

Preuss, E. et al. (2020) “Uso de Mesa Tangível na Educação Inclusiva”. event-place: Online. Anais [...] Natal, RN, Brasil, SBC, 2020. p. 742–751. DOI: 10.5753/cbie.sbie.2020.742.

Retamal, A. M. (2014) “FDD - Feature-Driven Development”. In: Prikladnicki, R., Willi, R., Milani, F. (Org.), Métodos Ágeis para Desenvolvimento de Software, Porto Alegre, Bookman, 2014. p. 66–101.

Shaer, O. and Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in Human-Computer Interaction, v. 3, n. 1–2, p. 1–137, 2009. DOI: 10.1561/1100000026.

Vieira, M. B. (2018) “Alegria e frustração: um estudo sobre os estados afetivos em crianças com TEA na mediação com interfaces tangíveis”. Tese (Doutorado em Informática na Educação) – Universidade Federal do Rio Grande do Sul - UFRGS, Porto Alegre.