Using 'tangibles' to promote novel forms of playful learning

By Sara Price, Yvonne Rogers, M. Scaife, D. Fraser, Helen Neale. Interacting with computers, 2003

309 citations recorded by the source corpus.

How researchers see this paper

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Let's get physical: The learning benefits of interacting in digitally augmented physical spaces (2004, background): “The findings from a number of pairs of children playing the Snark game ( Price et al, 2003 ) were”
Are tangibles more fun?: comparing children's enjoyment and engagement using physical, graphical and tangible user interfaces (2008, background): “report that interaction with tangibles encourages engagement, excitement and collaboration [18].”
Savannah: mobile gaming and learning? (2004, background): “(Rogers et al. 2002; Sharples et al. 2002; Price et al. 2003; Stanton et al. 2003).”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “…collaboration mode was often adopted by researchers, who either arranged students to play games in pairs on a computer (e.g., Anderson and Barnett 2011; Annetta et al. 2009) or put them in the same physical game context (e.g., Price et al. 2003; Sa´nchez and Olivares 2011; Wrzesien and Raya 2010).”
On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE (2008, methodology): “Being actively engaged in a learning activity has repeatedly been shown to be beneficial for learning; engagement with a learning environment facilitates exploration and conversely exploration promotes engagement (Price et al. 2003).”