May 7th, 2011 | RESEARCH
In this paper we describe two projects that utilize reality-based interaction to advance collaborative scientific inquiry and discovery. We discuss the relation between reality-based and embodied interaction, and present findings from an experimental study that illustrate benefits of reality-based tabletop interaction for collaborative inquiry-based learning.
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Team Members
Orit Shaer, Author, Wellesley CollegeRelated URLs
Tags
Audience: Evaluators | Museum | ISE Professionals | Scientists
Discipline: Computing and information science | Education and learning science
Resource Type: Reference Materials | Report