Use of Tangible Tabletop in Inclusive Education
Abstract
Tangible tabletops can be used for educational purposes with considerable advantages, especially when it involves children with intellectual disabilities or autism. The main problems for its use in the educational environment are the lack of equipment and software and the difficulty of creating tangible resources, mainly by teachers who do not master the logic of computer programming. This paper presents a proposal for a low-cost tangible tabletop use in inclusive education, involving a specification to build a tangible tabletop, a software for the creation of activities by the teachers themselves and aspects related to teacher training to use this technology.
Keywords:
tangible tabletop, inclusive education, educational resources, editor
References
Baldassarri, S.; Cerezo, E.; Beltrán, J. R. (2017) “Immertable: A Configurable and Customizable Tangible Tabletop for Audiovisual and Musical Control”, In: Proceedings of the XVIII International Conference on Human Computer Interaction (Interacción '17). ACM, New York, USA, Article 32, p. 1-8.
Baldassarri, S. et al. (2018) “Videogame-based Case Studies for Improving Communication and Attention in Children with ASD”, In: Proceedings of the XIX International Conference on Human Computer Interaction (Interacción 2018). ACM, New York, USA, Article 9, p. 1-8.
Bonillo, C. et al. (2016) “Tangible Activities for Children with Developmental Disorders”, In: Proceedings of the XVII International Conference on Human Computer Interaction (Interacción '16). ACM, New York, USA, Article 9, p. 1-2.
Bonillo, C. et al. (2019) “KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices”, Universal Access in the Information Society v. 19, p. 361-389.
Cerezo, E. et al. (2019) “Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder”, International Journal of Human Computer Studies, v. 126, p. 26-43.
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.
Eduba Editor (2020) “Eduba Editor”. Disponível em: https://nidaba.online. Acesso em: 30 jun. 2020.
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.
Gluz, J. et al. (2018) “Ambiente Virtual Tangível para Integração Sensorial no Ensino de Ciências numa Perspectiva Inclusiva”, Simpósio Brasileiro de Informática na Educação - SBIE, v. 29, n. 1, p. 545. DOI: 10.5753/cbie.sbie.2018.545.
Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. In ACM SIGGRAPH 2006 Sketches (SIGGRAPH '06). ACM, New York, USA, p. 91-es.
Jung, J. et al. (2013) “E-CORE (Embodied COgnitive REhabilitation): A cognitive rehabilitation system using tangible tabletop interface”. In: Pons J., Torricelli D., Pajaro M. (eds) Converging Clinical and Engineering Research on Neurorehabilitation. Biosystems & Biorobotics, v. 1. Springer, Berlin, Heidelberg.
Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. 2009. In Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces (ITS '09). ACM, New York, USA, p. 9-16.
Korozi, M. et al. (2018), “Designing an augmented tabletop game for children with cognitive disabilities: The "Home game" case”. British Journal of Educational Technology, 49, p. 701-716.
Marco, J.; Baldassarri, S.; Cerezo, E. (2013) “NIKVision: Developing a Tangible Application for and with Children”, J. UCS, v. 19, n. 15, p. 2266-2291.
Marco, J.; Cerezo, E.; Baldassarri, S. (2016) “Lowering the threshold and raising the ceiling of tangible expressiveness in hybrid board-games”, Multimedia Tools and Applications, v. 75, n. 1, p. 425-463.
Preuss, E. et al. (2019) “E-DUB-A: A Tangible Educational Resource Editor in Inclusive Classes”. In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), Maceió, Brazil, 2019, p. 303-307. DOI: 10.1109/ICALT.2019.00095.
Samsung Electronics (2011) “Samsung SUR40 for Microsoft Surface: User Manual”. Disponível em: http://downloadcenter.samsung.com/content/UM/201206/20120622172918410/BN46-00030A-Eng.pdf. Acesso em: 26 jun. 2020.
Schneider, B.; Blikstein, P.; Mackay, W. (2012) “Combinatorix: A Tangible User Interface That Supports Collaborative Learning of Probabilities". In Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces (ITS '12). ACM, New York, USA, p. 129-132.
Schöning, J. et al. (2010) “Building Interactive Multi-touch Surfaces”. In: Müller-Tomfelde, C. (Org.), Tabletops - Horizontal Interactive Displays, London, Springer London. p. 27-49.
Shaer, O.; Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in HCI, v. 3, n. 1-2, p. 1-137.
Ullmer, B.; Ishii, H. (2000) “Emerging frameworks for tangible user interfaces”, IBM Systems Journal, v. 39, n. 3-4, p. 915-930.
Vygotsky, L. S. Obras Escogidas V: Fundamentos de defectología. 1ª ed. Madrid, Antonio Machado, 2012.
Baldassarri, S. et al. (2018) “Videogame-based Case Studies for Improving Communication and Attention in Children with ASD”, In: Proceedings of the XIX International Conference on Human Computer Interaction (Interacción 2018). ACM, New York, USA, Article 9, p. 1-8.
Bonillo, C. et al. (2016) “Tangible Activities for Children with Developmental Disorders”, In: Proceedings of the XVII International Conference on Human Computer Interaction (Interacción '16). ACM, New York, USA, Article 9, p. 1-2.
Bonillo, C. et al. (2019) “KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices”, Universal Access in the Information Society v. 19, p. 361-389.
Cerezo, E. et al. (2019) “Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder”, International Journal of Human Computer Studies, v. 126, p. 26-43.
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.
Eduba Editor (2020) “Eduba Editor”. Disponível em: https://nidaba.online. Acesso em: 30 jun. 2020.
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.
Gluz, J. et al. (2018) “Ambiente Virtual Tangível para Integração Sensorial no Ensino de Ciências numa Perspectiva Inclusiva”, Simpósio Brasileiro de Informática na Educação - SBIE, v. 29, n. 1, p. 545. DOI: 10.5753/cbie.sbie.2018.545.
Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. In ACM SIGGRAPH 2006 Sketches (SIGGRAPH '06). ACM, New York, USA, p. 91-es.
Jung, J. et al. (2013) “E-CORE (Embodied COgnitive REhabilitation): A cognitive rehabilitation system using tangible tabletop interface”. In: Pons J., Torricelli D., Pajaro M. (eds) Converging Clinical and Engineering Research on Neurorehabilitation. Biosystems & Biorobotics, v. 1. Springer, Berlin, Heidelberg.
Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. 2009. In Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces (ITS '09). ACM, New York, USA, p. 9-16.
Korozi, M. et al. (2018), “Designing an augmented tabletop game for children with cognitive disabilities: The "Home game" case”. British Journal of Educational Technology, 49, p. 701-716.
Marco, J.; Baldassarri, S.; Cerezo, E. (2013) “NIKVision: Developing a Tangible Application for and with Children”, J. UCS, v. 19, n. 15, p. 2266-2291.
Marco, J.; Cerezo, E.; Baldassarri, S. (2016) “Lowering the threshold and raising the ceiling of tangible expressiveness in hybrid board-games”, Multimedia Tools and Applications, v. 75, n. 1, p. 425-463.
Preuss, E. et al. (2019) “E-DUB-A: A Tangible Educational Resource Editor in Inclusive Classes”. In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), Maceió, Brazil, 2019, p. 303-307. DOI: 10.1109/ICALT.2019.00095.
Samsung Electronics (2011) “Samsung SUR40 for Microsoft Surface: User Manual”. Disponível em: http://downloadcenter.samsung.com/content/UM/201206/20120622172918410/BN46-00030A-Eng.pdf. Acesso em: 26 jun. 2020.
Schneider, B.; Blikstein, P.; Mackay, W. (2012) “Combinatorix: A Tangible User Interface That Supports Collaborative Learning of Probabilities". In Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces (ITS '12). ACM, New York, USA, p. 129-132.
Schöning, J. et al. (2010) “Building Interactive Multi-touch Surfaces”. In: Müller-Tomfelde, C. (Org.), Tabletops - Horizontal Interactive Displays, London, Springer London. p. 27-49.
Shaer, O.; Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in HCI, v. 3, n. 1-2, p. 1-137.
Ullmer, B.; Ishii, H. (2000) “Emerging frameworks for tangible user interfaces”, IBM Systems Journal, v. 39, n. 3-4, p. 915-930.
Vygotsky, L. S. Obras Escogidas V: Fundamentos de defectología. 1ª ed. Madrid, Antonio Machado, 2012.
Published
2020-11-24
How to Cite
PREUSS, Evandro; VIEIRA, Martha Barcellos; COUTINHO, Katia Soares; HENRIQUES, Renato Ventura Bayan; BALDASSARRI, Sandra.
Use of Tangible Tabletop in Inclusive Education. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 742-751.
DOI: https://doi.org/10.5753/cbie.sbie.2020.742.
