In many educational settings, manipulative materials (such as Cuisenaire Rods and Pattern Blocks) play an important role in children’s learning, enabling children to explore mathematical and scientific concepts (such as number and shape) through direct manipulation of physical objects. Our group at de MJT Media Lab has developed a new generation of “digital manipulatives”-computationallyenhanced versions of traditional children’s toys. These new manipulatives enable children to explore a new set of concepts (im particular, “systems concepts ” such as feedback and emergence) that have previously been considered “too advanced ” for children to learn. In this paper, we discuss four of our digital manipulatives-computationallyaugmented versions of blocks, beads, balls, and badges.

This paper introduces a new framework for thinking about tangible interfaces in education, with specific focus on abstract problem domains. Manipulatives are physical objects specifically designed to foster learning. We offer a new classification of Manipulatives: “Froebel-inspired Manipulatives ” (FiMs) and “Montessori-inspired Manipulatives ” (MiMs). We argue that FiMs are design materials, fostering modeling of real-world structures. We show that our classification extends to computationally enhanced versions of manipulatives. We present Digital MiMs – computationally enhanced building blocks. We describe two prototypical members of the Digital MiMs class: FlowBlocks and SystemBlocks, physical, modular interactive systems that serve as generalpurpose modeling and simulation tools for dynamic behavior. We present findings from qualitative studies, and conclude that digital MiMs are accessible to young children, engaging, and encourage learning of abstract structures of dynamic behavior through an iterative process of hands-on modeling, simulating, and analogizing. Authors Keywords TUI, Digital manipulatives, Simulation, Education, Toys. ACM Classification H5.2. Information interfaces and presentation (e.g., HCI): User Interfaces. Figure 1: A “normal distribution ” simulation

We live in a society where concepts of self, community and "what is right and wrong " are constantly changing. This makes it particularly challenging for young people to construct a sense of self and to identify their most cherished values. Therefore, there is an amounting pressure in schools and society to create learning environments to explore these issues. Two research questions are at the heart of the work presented in this paper: What kind of learning environment will afford opportunities for young people to naturally engage in reflection and discussion about issues of identity, in particular personal and moral values? And, how can technologies have an impact on character and moral education? I propose identity construction environments as technological tools purposefully designed with the goal of supporting young people in the exploration of these issues. I first describe the design principles that distinguish these environments from other learning technologies. I also specify the learning experiences they do afford _ namely the understanding of identity as a complex construction composed by different elements, including personal and moral values. Then I present the conceptual foundations and implementation of the Zora identity

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We present System Blocks, a physical interface that makes it easier for children to model and explore dynamic systems. A set of computationally enhanced blocks, made of wood and electronics, System Blocks can assist K-6 educators to teach the complex concepts of system dynamics and causalities. Learning to understand dynamic systems is an essential step in understanding the world around us. However, learning it at university, high school or even middle school level might be too late. By this age children have already developed their own models of how the world works. In this paper we will show how a set of physical objects can be used as a modeling and simulation tool, merging hands-on tinkering with computer simulation. Using blocks that behave as stocks, flows, variables and constants, our hope is that System Blocks will enable children younger than sixth grade to model, simulate and analyze systems that are meaningful to them.

We present the System Blocks, a new physical interactive system that makes it easier for kids to explore dynamic systems. A set of computationally enhanced children blocks, made of wood and electronics, the System Blocks can assist K-12 educators to teach the complex concepts of system dynamics and causalities. System dynamics and system thinking are methods for studying the world around us. They deal with understanding how complex systems change over time, and how structure influences behavior. In this paper we will show how the System Blocks enable young children (as early as four years old) to create and interact with systems that simulate real-life dynamic behavior such as a bank account; population growth; or the delicate equilibrium of an ecosystem. The System Blocks gives young children a hands-on environment to learn about complex behavior and encourage new ways of thinking. Figure 1: A four-year-old girl plays with the System Blocks

Distributed Computational Toys are physical artifacts that function based on the coordination of more than one computing device. Often, these toys take the form of a microcontroller network embedded in a children’s construction kit. We present a survey of Distributed Computational Toys. Although most of the toys we surveyed were built in the last five years and exist only as research projects, they build on the rich history of Constructivism, Constructionism and Kinesthetic Learning. Projects are tagged according to their structure, status, and intended functionality:

We present Picture This! a new input device embedded in children’s toys for video composition. It consists of a new form of interaction for children’s capturing of storytelling with physical artifacts. It functions as a video and storytelling performance system in that children craft videos with and about character toys as the system analyzes their gestures and play patterns. Children’s favorite props alternate between characters and cameramen in a film. As they play with the toys to act out a story, they conduct film assembly. We position our work as ubiquitous computing that supports children’s tangible interaction with digital materials. During user testing, we observed children ages 4 to 10 playing with Picture This!. We assess to what extent gesture interaction with objects for video editing allows children to explore visual perspectives in storytelling. A new genre of Gesture Object Interfaces as exemplified by Picture This relies on the analysis of gestures coupled with objects to represent bits. Author Keywords Video, gesture object interfaces, children, play, storytelling.

As I write this sentence, I am glancing over at the color printer sitting beside my screen. In the popular jargon of the computer industry, that printer is called a "peripheral"—which, upon reflection, is a rather odd way to describe it. What, precisely, is it peripheral to? If the ultimate

We describe work in progress on roBlocks, a computational construction kit that encourages users to experiment and play with a collection of sensor, logic and actuator blocks, exposing them to a variety of advanced concepts including kinematics, feedback and distributed control. Its interface presents novice users with a simple, tangible set of robotic blocks, whereas advanced users work with software tools to analyze and rewrite the programs embedded in each block. Early results suggest that roBlocks may be an effective vehicle to expose young people to complex ideas