Sculpting behavior : a tangible language for hands-on play and learning
Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.
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| Format: | Thesis |
| Language: | eng |
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Massachusetts Institute of Technology
2009
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| Online Access: | http://hdl.handle.net/1721.1/44912 |
| _version_ | 1826210100553973760 |
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| author | Raffle, Hayes Solos, 1974- |
| author2 | Hiroshi Ishii. |
| author_facet | Hiroshi Ishii. Raffle, Hayes Solos, 1974- |
| author_sort | Raffle, Hayes Solos, 1974- |
| collection | MIT |
| description | Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008. |
| first_indexed | 2024-09-23T14:42:59Z |
| format | Thesis |
| id | mit-1721.1/44912 |
| institution | Massachusetts Institute of Technology |
| language | eng |
| last_indexed | 2024-09-23T14:42:59Z |
| publishDate | 2009 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/449122019-04-10T11:14:02Z Sculpting behavior : a tangible language for hands-on play and learning Tangible language for hands-on play and learning Raffle, Hayes Solos, 1974- Hiroshi Ishii. Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences. Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences. Architecture. Program in Media Arts and Sciences. Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008. This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. Includes bibliographical references (p. 187-192). For over a century, educators and constructivist theorists have argued that children learn by actively forming and testing -- constructing -- theories about how the world works. Recent efforts in the design of "tangible user interfaces" (TUIs) for learning have sought to bring together interaction models like direct manipulation and pedagogical frameworks like constructivism to make new, often complex, ideas salient for young children. Tangible interfaces attempt to eliminate the distance between the computational and physical world by making behavior directly manipulable with one's hands. In the past, systems for children to model behavior have been either intuitive-but-simple (e.g. curlybot) or complex-but-abstract, (e.g. LEGO Mindstorms). In order to develop a system that supports a user's transition from intuitive-but-simple constructions to constructions that are complex-but-abstract, I draw upon constructivist educational theories, particularly Bruner's theories of how learning progresses through enactive then iconic and then symbolic representations. This thesis present an example system and set of design guidelines to create a class of tools that helps people transition from simple-but-intuitive exploration to abstract-and-flexible exploration. The Topobo system is designed to facilitate mental transitions between different representations of ideas, and between different tools. A modular approach, with an inherent grammar, helps people make such transitions. With Topobo, children use enactive knowledge, e.g. knowing how to walk, as the intellectual basis to understand a scientific domain, e.g. engineering and robot locomotion. Queens, backpacks, Remix and Robo add various abstractions to the system, and extend the tangible interface. Children use Topobo to transition from hands-on knowledge to theories that can be tested and reformulated, employing a combination of enactive, iconic and symbolic representations of ideas. by Hayes Solos Raffle. Ph.D. 2009-03-20T19:31:29Z 2009-03-20T19:31:29Z 2008 2008 Thesis http://hdl.handle.net/1721.1/44912 300459298 eng M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 192 p. application/pdf Massachusetts Institute of Technology |
| spellingShingle | Architecture. Program in Media Arts and Sciences. Raffle, Hayes Solos, 1974- Sculpting behavior : a tangible language for hands-on play and learning |
| title | Sculpting behavior : a tangible language for hands-on play and learning |
| title_full | Sculpting behavior : a tangible language for hands-on play and learning |
| title_fullStr | Sculpting behavior : a tangible language for hands-on play and learning |
| title_full_unstemmed | Sculpting behavior : a tangible language for hands-on play and learning |
| title_short | Sculpting behavior : a tangible language for hands-on play and learning |
| title_sort | sculpting behavior a tangible language for hands on play and learning |
| topic | Architecture. Program in Media Arts and Sciences. |
| url | http://hdl.handle.net/1721.1/44912 |
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