Computer Science

Tangible User
Interface
In Learning and Education
Table of Contents

Tangible User Interfaces in Learning and Education....................................................................................2

1. Introduction.........................................................................................................................................2
Tangible User Interface...........................................................................................................................3
2. Background Research..........................................................................................................................4
3. How it works (Tangible User Interface)...............................................................................................5
A. TUI Model........................................................................................................................................5
B. TUI Characteristics...........................................................................................................................6
C. TUIs Classification............................................................................................................................7
4. Tangible user interface design in Education........................................................................................8
5. Benefits and Risks..............................................................................................................................10
TUIs Risks in learning and Education.....................................................................................................10
Advantages and the Drawbacks of the Tangible User interface................................................................11
Advantages............................................................................................................................................12
Disadvantages........................................................................................................................................12
Discussion..................................................................................................................................................13
Conclusion.................................................................................................................................................13
References.................................................................................................................................................14
 Tangible User Interfaces in Learning and Education

1. Introduction

The computer traditional images such as a mouse, keyboards are linked with the box that is
gradually changing with the current development of the technologies that merged the capabilities
of the computer in the furniture, clothes, and buildings[1]. the advancement in technologies
opens the novel opportunities for the individual or designer to create the novel and innovative
kind of interaction purely depends on the gestures, movement of the body, manipulation of real
physical objects. Besides these, the tangible user interface permits the computer devices to
interact with the digital devices by manipulating the physical objects. The more understood
information provides a useful direction to people Tangible user interface (TUI) is a user face
where users can easily interact with the information related to digitals by the environment of
physical[2]. The tangible user interface’s major objective is to interlink the world of digital and
physical that permits human beings to gain the information and knowledge around their
surroundings by the holistic interaction with their external environment.

The research work demonstrates the opportunities that are offered by the TUIs for learning and
educations, for their natural support in the collaborative activities, physical interactions, and
external representations[3]. In a wide variety of the domain and tasks, the more applications are
being developed such as activities of color mixing, paper, and book digital augmentation, and the
development of literacy. These are some of the examples that used the tangible user interface
(TUI) in learning and education.

Among all the increasing levels of theoretical education and the support for using the TUIs in
learning and education, there are stills an absence of quantitative studies that evaluate the
benefits of education. By contributing this part, we presented the research work to focus on this
gap by comparing the tangible user interfaces with the multiuser interfaces in terms of problem-
solving activities. Moreover, in a precise way, our goal is to assess whether the TUI’s physicality
helpful for learning benefits, enhancing the performances, and improving the collaborative
quality[1]–[3].

In this research work, we tried to carried out using the thinker environment, an environment of
tabletop learning development for the logistics apprentices. the objective is to find out the
advantages of the tangibility user interface. Also, manipulate and facilitate learning and problem-
solving.

Tangible User Interface

How can the individual learn by taking interaction advantages with its surroundings? From the
previous decade of information technology, computer technology becomes a major complex part
of the interaction with people. Hence, to sit in front of the desktop screen, to hear the sounds
through headphones, to move the mouse and to click the keyboards make it isolated for the
human to interact with the human from the physical world. In 1993, back from the real world,
the research concepts are that this latest technology of computer desktop and virtual augmented
reality keeping the individual away from the real-world environment. that is why the people
should enhance and augment the real-world environment with the technology of the digital[4].
Hence moving from the real world to the world of digital technology with any loss of physical
cost touch is a challenging point. Hence the research of “media Lab Pioneered” trying to
develop the computer for “thinking about thinking” by embedding the programs. moreover,
these projects such as (Logo designing and LEGO designing) allow the children to explore their
skills and become designers and creators in their machine of physical interaction for example
(Robots, Cars Motorized, Transducers, etc.). by following the interaction style development is
the idea of a graspable user interface (GUI). This graspable user interface is created by the box
of wood that further used for the manipulation of the objects to enhance the correct direction and
impressionability of the graphical user interface[5]. Furthermore, the movement from ‘painted
bits’ to the ‘tangible bits’ is research by different authors. Hence the research used different
tangible interfaces objects instead of using the graphical blocks for manipulating and showing
the content of digital for creating the prototypes of the TUI. The tangible user interface, the
model of interaction exceeds GUI remote control of the digital information and invited more
users towards the tangible interface environment for manipulating their physical world.
 Figure 1 interaction Model of Tangible user interface

2. Background Research

The production of smart devices such as phones and tablets is the emerging technology and
consumers are choosing to move away from the mouse and keyboard devices and getting closer
to the physical interactions by using the finger touch[6]. Moreover, tangible user interfaces
(TUI) show the interaction of augmentation domain where for the interaction the physical objects
of real life are used for the interaction and amputation of the information regarding digital.
Hence the TUI devices become more interested and collected the application interests in various
domains.

In this field of learning and teaching the computer-based systems have long been in use as the
technological center that explores the learning capacities, that collectively highlight the
advantages of the learning activities and the engagement of the students[7]. The computer
facilities given to the students increase the additional advantages by the interaction of
collaboration that makes the tangible user interface attractive and interesting technology to active
in the classrooms. the capabilities that can catch the student’s intentions and provide them
physical activities that can engage them in different study research work increasing the
advantages for the students to learn the concepts of mathematical learning. The researcher works
on tangible user interfaces and provide their novel research activities such as the author studies
and applied the different methods for analyzing the collaboration usability and playfulness for
introducing the programming activities with the help of tangible user interfaces[8]. In their
research work, students are allowed to carry the tasks related to programming and interact with
the system by developing their program to enhance their programming skills. The qualitative
and quantitative analysis is performed that is purely based on interviews, computer logs, and
video records[1]. Furthermore, the research investigating the extent where digital mediation is
expressed that support social engagement in the children without the play free setting. This
research study performed the observation and design of the description in detail. An experiment
is applied to the two groups and analyzes their behavior and it has been observed that social play
effectively mediated by the TUIs and ASDs groups[2]. Many researchers explain the tangible
user interface (TUI) having the major potential in learning the children’s support. Hence the
several tangible reading devices have been introduced for the children, few devices have been
developed that target explicitly the reading of the first stage where children tried to learn the
principle of the alphabetic[4].

3. How it works (Tangible User Interface)

A. TUI Model

In the concept of the interaction the few ideas such as input, output, and representation of the
combined objects are used as shown in fig 1. This demonstrates the interactive association
between the information of digital and human by inputting the control and gaining the output.
In the traditional model of GUI, it has the sperate process of input and output because this model
obtains the input from the control peripherals such as computer devices like keyboards and
mouse, and gain the output in the form the representation of the digital i.e. text and screen-based
desktop graphs or the speakers, etc. to be precise, the GUI has the separate system of control and
graphical representation[9]. Hence the invention of the GUI provides the facility of the integrated
model where the input and output are embedded with each other. Tangible user interface (TUI)
the physical representation is physically controlled by putting the input and interface output is
permitted by allowing the end-user to manipulate the objects.
 Figure 2 Model of User Interface

B. TUI Characteristics

In the tangible interaction, the major keyword is a representation that contains the meaning in
depth. Generally, the representation of the external and internal works formally referred to the
point of representation to mind in terms of the concept of the idea of images in the process of
cognitive, or the programs and structure of the process of the computer that referred to the
information of external manifestation that is perceivable directly by the senses of human. The
researcher categorized the external representation in two major categories one is a physical
representation and the other is digital representation. In the physical representation, it is
embodied in the form of tangible and concrete and the digital representation is expressed
digitally linked with the computed models and facilitated in the computer device, in the form of
intangible. For example, the representation of the digital-physical representation example is a
physical abacus. Hence the tangible user interface is the product of the above combination that
is careful in the multiple forms of representation[10].
 The tangible user interface interaction objective is to integrate with the representation and
control. It contains the four major properties.

 Objects of tangible user interfaces are joined with the data of digital by the functionality
of the computerized.
 The interaction is manual between the tangible objects the objects of tangible express the
interactive control meanings by permitting the users to manipulate the tangible objects.
 The tangible user interface objects are coupled perceptually with the representation of
digital productions.
 The stages of the tangible objects express the major aspects of the entire device sates and
the system is partially readable if the power is cut.

C. TUIs Classification

Many types of tangible user interfaces that interact with the surfaces, assembly constructive, and
containing the constrains. The researchers are investigating the more type of system by analyzing
the different three types of tangible user interfaces applications such as immersive environment,
embedded phenomena, and augmented reality (AR). With the invention of technology, there is
still a huge gap and lack of the arrangement about to develop the tangible user interface for
education and learning. On the other hand, the designers can learn the cases that are successful in
the field of education some of the related studies are described under the section. A combination
of these covered the existing applications. Some of the types are listed below[11].

 Interactive surface: the tangible system objects are manipulated on the surfaces of the
planer by the users regarding arranging the object location and relationship exploration.
 Constructive assembly: users re able to handle the factors for connectable and can
handle the modular to make the objects meaningful. similarly, the surface interaction, the
tangible objects kinds capable the users for modular organization and connector to
investigate the results in various orders.
 Constrain system + toke: it is a combination of the objects of physical and digital. A
token is an object that is graspable and merged with the information of digital and
computations in the systems that permit users to interact with the digital function or
information.
  Augmented Reality: this is the medium where the information regarding digital is
contributed to the physical worlds for the registration with the world the information is
presented based on the real-world location and the use physical world perspective.
 Embedded phenomena the framework of learning technology that simulates with the
phenomena of Scientific and mapped with the classrooms of physical space. Hence the
student control and monitor the simulation state by the distributed media located around
the rooms, collected and aggregated logics to sort out the problems in terms of the
phenomena.

These are the categories that provide tangible user interfaces to manipulate in the environment
and commonly using the reality of the simulate[12]. Moreover, the emerging technological
environment focuses on the contribution of students by hearing seeing the surroundings and
making the innovative use of time and space in the classroom by giving the appropriate
experiences.

4. Tangible user interface design in Education

In the environment of TUI and its learner are anticipated to involve in terms of cognitively,
physically as well as emotionally for tasks learning. Hence how to design and develop the TUI
engaged learning in TUI is still the major novel thing for the teachers[12]. therefore, to fill this
gap, A model is designed by the authors that are mixtures of the current views, and thinking of
learning engagement for the perspective of cognitive, social, and emotions. The physical
dimension model is shown in fig.
 Figure 3 Physical Dimension Model of TUI

The TUI model design has the major four domains of overlapping such as cognitive, emotive,
social, and physical. For engaging in education and learning effectively, students must have the
basic knowledge, should be motivated to learn and comfortable in the environment of the
learning in aspects of combinations, involvement, social commitments, and surroundings of the
physical environment[4]. Hence the physical dimension and environment of learning are
predictable to give the learner with appropriate simulations, scenarios of interactions, proper
arrangements, and types of tangible. Hence by using this model the researcher or teachers can
analyze the basic needs of the students and their attributes as well. They can also detect
emotional cues of students and develop optimistic feelings b increasing the emotional
engagement in the field of education and learning. Likewise, for addressing the cognitive needs
of students, they are also allowing to develop and design the type of tangible with the interface of
physical interaction and simulation depends on spatial preparation.
 5. Benefits and Risks

TUIs Risks in learning and Education

The applications of the tangible user interface and the theories provide enough evidence and
opportunities in learning while the application of tangible user interfaces in the field of education
is still the gap of its infancy[5]. With the sensory engagement advantages, the various student’s
accessibility and study research in the traditional learning interactive environment also have an
optimistic impact on the aspects of motivation, cognition, and perceptions. Some of the
challenges are listed discussed in this section such as.

 Scalability

The major challenges for TUIs in learning and educations are scalability. it is challenging for the
people who develop and design tangible user interfaces[1]. there might be several lined codes for
digital representation while transmitting it from code to the physical representation is not an easy
thing in terms of model revision, space, and digital coupling as well as the physical
representation in the complicated form.

 Flexibility

Flexibility is another major problem because of the rigid physical objects and static digital
objects that are flexible, easy to develop, adjust, and imitate as well as distribute[11]. Hence
some technologies are trying to meet the flexible input that can be helpful such as materials of
shape-changing, the ink of electrophoretic offering the rapid form if merged with the feedback of
the computational.

 Instructional Context

The TUI is the mixture of the different contexts of physical and virtual representation, where
there are no specific described sequences or material of the instruction, but the student is
anticipated adopt the design, to construct the floe activities. To some extent, in the context
students are socialized and the suitability with the appropriate balances has multiple options by
meeting the individual need[7]. According to the research, teachers help to explore the
instructional contexts. For instance, students much gave the visible opportunity of the
phenomenon. Moreover, the teacher’s knowledge of each student and their learning activities
should be arranging and collaborate with the class of social fabrics. The Instructor makes
balances between the responsible choices, challenges, and skills as well as freedom and
discipline, mind and body, and to make sure the partnership team is productive.

 Participation

Even though the tangible user interface engages the student to interact with the environment by
permitting them to explore and express the objects. Hence the decision of instructional about the
time, spaces, and the tasks for challenges demands careful planning and negotiation for
continuing the activities. The time and quality are finding out by designing the tangible user
interaction application in the classrooms.

 Student Adjustment

In most of the research work have the positive impact and feedback in terms of affection,
cognition, and interaction with the tangible user interface that demands the larger and distinct
movement and manipulation than the tradition interactions such as a mouse, keyboards, etc.
furthermore, for students who use the traditional method for interaction, both the effort and style
of interaction demand to satisfy involvement is a novel challenge.

Advantages and the Drawbacks of the Tangible User interface

 Figure 4 Advantages and Disadvantages of the tangible user face inputs

Advantages

 The Tangible user interface adds new action regarding the physical based on the activities
of computer-based learning.
 The benefits of the tangible interfaces and graspable depends on the concept that they
make the enactive mode of reasoning.
 The Tangible user interface is more familiar and natural than other kinds of interfaces,
easy to access by each child and people.
 The TUIs coupling with the reality of augmentation permits for the closed mapping in the
tangible object input and out of digital in terms of the physicality of objects and
manipulation of the visualizations.
 The TUIs gives the advantage of support to face to face activities of collaborations
permits the different users to interact with the devices by interacting with each other.

Disadvantages

 The Tangible user interface also has some negative outcomes. As it manipulates the
specific studies of mathematical learning.
  The tangibility object studies of the learning are poorly studied therefore it lacks the
empirical results that used to find out about how these interfaces can sort out the
problems for learning.

Discussion

Moreover, the AR (augmented reality and ubiquitous computing) finding out the more promising
supper for the technicality of the TUIs. However, how can we use the TUI in the field of learning
and education, also how can we engage the students in the environment? These are the questions
that we tend to attempt and address the questions in cases. Most of the research I of TUIs is
research-based, which gives the researcher relevant information about optimistic feedback.
Moreover, in this research work, we have described the model design that used to involve the
student physically, cognitively, and emotionally for the environment in learning and education.
However, tangible user interface research applications still demand further research that would
be helpful to answers the following questions

1. What we expect from students to learn the TUIs and how to find it?
2. How will the designers and developers balance the mind and body in the tangible user
interface?
3. How will TUIs adopt by students?

To tackle these questions will be complex for presenting the values of practicality and feasibility
of the tangible user interface.

Conclusion

The TUI is the emerging technology and the involved in different fields of the research,
however, its practices and theories are still not well organized for real applications. Hence the
world of physical and digital is becoming the definite goal for natives digital and immigrants
these days where the digital world becomes the interaction for people. Emerging technology and
cognitive development. the Tangible user interface achieves the major supportive points that
mind has a fractional part but finds out the body that has a comfortable scope than the mind to
interact with the environment. Hence this research work focusing on the major students’
activities and trying to develop such technologies that can engage students in an attractive way.

References

[1] T. Sapounidis, S. Demetriadis, P. M. Papadopoulos, and D. Stamovlasis, “Tangible and graphical

programming with experienced children: A mixed methods analysis,” Int. J. Child-Computer
Interact., vol. 19, pp. 67–78, 2019, doi: 10.1016/j.ijcci.2018.12.001.
[2] G. A. Francis, W. Farr, S. Mareva, and J. L. Gibson, “Do Tangible User Interfaces promote social
behaviour during free play? A comparison of autistic and typically-developing children playing
with passive and digital construction toys,” Res. Autism Spectr. Disord., vol. 58, no. August 2018,
pp. 68–82, 2019, doi: 10.1016/j.rasd.2018.08.005.
[3] A. P. de Albuquerque and J. Kelner, “Toy user interfaces: Systematic and industrial mapping,” J.
Syst. Archit., vol. 97, no. December, pp. 77–106, 2019, doi: 10.1016/j.sysarc.2018.12.001.
[4] M. Fan, A. N. Antle, M. Hoskyn, and C. Neustaedter, “A design case study of a tangible system
supporting young English language learners,” Int. J. Child-Computer Interact., vol. 18, pp. 67–78,
2018, doi: 10.1016/j.ijcci.2018.08.001.
[5] G. E. Baykal, I. V. Alaca, A. E. Yantaç, and T. Göksun, “A review on complementary natures of
tangible user interfaces (TUIs) and early spatial learning,” Int. J. Child-Computer Interact., vol. 16,
pp. 104–113, 2018, doi: 10.1016/j.ijcci.2018.01.003.
[6] T. Turchi, A. Malizia, and A. Dix, “TAPAS: A tangible End-User Development tool supporting the
repurposing of Pervasive Displays,” J. Vis. Lang. Comput., vol. 39, pp. 66–77, 2017, doi:
10.1016/j.jvlc.2016.11.002.
[7] R. Jafri, A. M. Aljuhani, and S. A. Ali, “A tangible user interface-based application utilizing 3D-
printed manipulatives for teaching tactual shape perception and spatial awareness sub-concepts
to visually impaired children,” Int. J. Child-Computer Interact., vol. 11, pp. 3–11, 2017, doi:
10.1016/j.ijcci.2016.12.001.
[8] A. Skulmowski, S. Pradel, T. Kühnert, G. Brunnett, and G. D. Rey, “Embodied learning using a
tangible user interface: The effects of haptic perception and selective pointing on a spatial
learning task,” Comput. Educ., vol. 92–93, pp. 64–75, 2016, doi: 10.1016/j.compedu.2015.10.011.
[9] T. Alrashed et al., “An Observational Study of Usability in Collaborative Tangible Interfaces for
Complex Planning Systems,” Procedia Manuf., vol. 3, no. Ahfe, pp. 1974–1980, 2015, doi:
10.1016/j.promfg.2015.07.243.
[10] P. Zappi, B. Milosevic, E. Farella, and L. Benini, “Hidden Markov Model based gesture recognition
on low-cost, low-power Tangible User Interfaces,” Entertain. Comput., vol. 1, no. 2, pp. 75–84,
2009, doi: 10.1016/j.entcom.2009.09.005.
[11] S. Edition, “Author ’ s personal copy Author ’ s personal copy Starch Synthesis,” vol. 1, pp. 570–
576, 2017.
[12] T. U. Interfaces, H. E. View, and O. Ict, “The Application of Tangible User Interfaces for Teaching
and Learning in Higher Education The Application of Tangible User Interfaces for Teaching and
Learning in Higher Education,” no. January, 2017.