Discovery table: Exploring the design of tangible and ubiquitous technology for learning in preparatory classrooms

Abstract

In this paper we investigate how technologies can be designed to support learning in preparatory classrooms by augmenting existing learning objects. By following an iterative interaction design process of working with teachers and children within the classroom environment, we can better design technologies through the augmentation (rather than replacement) of existing learning activities. Our case study -- the Discovery Table -- uses a variety of technologies to allow everyday plastic symbols of letters and numbers to be placed on a technology augmented table in order to provide visual, audible and tangible feedback to the children. Discovery Table demonstrates a first step towards more fundamental work towards successful design for tangible learning.