This article presents the results from a questionnaire filled out by 147 lifelong learners with the aim to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location activity being performed,...

Zusammenfassung In diesem Beitrag wird beschrieben, wie Cross-Device-Interaction mit Hilfe von Tangibles zur Förde-rung von Lernprozessen im Vorschul-und beginnenden Grundschulalter eingesetzt werden kann. Es wird ein mit digitalen Medien angereicherter Lernraum geschaffen, in dem mit Hilfe von geräteüber-greifender körper-und raumbezogener Interaktion spielerisch Lesen und Schreiben gelernt we...

TUIs use everyday physical objects to interact with digital information. With decades of usage, computer peripherals became everyday physical objects. We observed that users manipulate them for other purpose than input and output devices. For example users turn their screen to avoid sun reflections, or move their keyboard ans mouse because they need space on their desk. In this work we see comp...

We describe efforts toward “core tangibles” and “tangible visualizations.” These combine both convergent and divergent approaches toward the advance of tangible interfaces as a practical, useful approach for computationally-mediated interaction. We also describe several key enabling electronic, programmatic, and web-based tools.

Since the introduction of Islamic bank, the intense competition in the banking industry has been increased exponentially. Islamic banks are not only competing among other Islamic banks providers but also with conventional banks which have offered Islamic windows as an alternative to their customers. As many banks started to offer Islamic banking services/products to the customers, one of the im...

Copyright is held by the author/owner(s). CHI’13, April 27 – May 2, 2013, Paris, France. ACM 978-1-XXXX-XXXX-X/XX/XX. Abstract The multitouch functionality of tabletop computers is often augmented by the use of tangible objects that offer an intuitive and haptic alternative to interaction and manipulation. However, employing tangibles can also lead to less desirable effects, such as occlusion o...

Tangible interaction offers school age children certain affordances for action based learning. In this paper I present and illustrate five properties of tangible systems which designers should consider. The properties are proposed based on analysis of relevant literature from cognitive psychology. This categorization provides the foundation for understanding how to design the physical and digit...

Contemporary digital learning environments, such as tangibles, mobile and sensor-based technologies are inherently multimodal, both in terms of representation modalities and interaction modes. Drawing on social semiotics, multimodality offers a valuable approach for analysing video data, as it systematically attends to the interpretation of a wide range of communicational forms (e.g. gaze, post...