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Touching and traveling on 3D augmented tangible maps for learning geography The FingerTrips approach

机译：在3D增强有形地图上触摸和旅行以学习地理FingerTrips方法

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Purpose - Tangible physical maps which are enhanced by new digital forms of interaction can become an invaluable asset for learning geography in an embodied way. The purpose of this work is to evaluate an interactive augmented three-dimensional (3D) tangible map on which students interact and travel with their fingers. Design/methodology/approach - A total of 58 fourth-grade students from eight elementary schools participated in the study. The participants played with the FingerTrips environment in 24 sessions and in groups of two or three. Each session lasted for about 20-25 min. After completing the interactive game, the students answered a questionnaire concerning their attitudes toward the tangible environment and participated in a short interview. Findings - Students' responses revealed that FingerTrips managed to transform the experience of meeting new places, understanding spatial relations and learning geography. Students supported that such an approach is closer to their interactive experiences and expectations, and exploits embodied learning affordances to achieve enjoyable learning. Students identified their finger-based trips as an effective and intriguing static haptic guidance that helped them learn more effectively. Originality/value - The specific approach has two distinctive characteristics. First, a new interaction style on the map is suggested, the use of trips with fingers. Students have to follow predefined engraved paths on the 3D terrain to sense distances and changes in altitude and "touch" the topology asked to understand and explore. Second, it is examinedwhether a low fidelity interactive 3D terrain, which can be easily reconstructed and reprogrammed by primary school students, can become a useful canvas for learning geography.
机译：目的-通过新的数字互动形式增强的有形实物图可以以具体的方式成为学习地理的宝贵资产。这项工作的目的是评估交互式的增强型三维（3D）有形地图，学生可以在该地图上进行交互并用手指旅行。设计/方法/方法-共有来自8所小学的58位四年级学生参加了研究。参与者以24节和2或3组为一组在FingerTrips环境中进行游戏。每节持续约20-25分钟。完成互动游戏后，学生回答了有关他们对有形环境的态度的问卷，并参加了简短的访谈。调查结果-学生的回答表明，FingerTrips设法改变了结识新地方，理解空间关系和学习地理的经验。学生们支持这种方法更接近他们的互动体验和期望，并通过体现学习能力来实现愉快的学习。学生们将基于手指的旅行视为一种有效而有趣的静态触觉指导，可以帮助他们更有效地学习。原创性/价值-具体方法具有两个鲜明的特征。首先，在地图上提出了一种新的交互方式，即使用手指旅行。学生必须遵循3D地形上预定义的雕刻路径，以感知距离和高度变化，并“触摸”要求理解和探索的拓扑。其次，研究了低保真度的交互式3D地形是否可以被小学生轻松地重建和重新编程，是否可以成为学习地理的有用画布。

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