Virtual and physical toys: open-ended features for non-formal learning.
This paper examines the integrated toy--both physical and virtual--as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children's play and learning.
Petersson
Eva
E
Aalborg University Esbjerg, Esbjerg, Denmark. ep@cs.aaue.dk
Brooks
Anthony
A
D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003198:Computer Simulation; D003299:Cooperative Behavior; D005106:Exploratory Behavior; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D010988:Play and Playthings; D012931:Social Environment; D014584:User-Computer Interface