Interactivity is trans-disciplinary, fusing aspects of both human behavior and computer technology. Successful human to computer interaction requires mastery of both domains. However, interactivity considered through the lens of teaching and learning where the novice student needs to understand and master aspects of both domains can be problematic. Typically, the two key obstacles to learning in interactivity are that understanding of behavioral aspects are often diverted by technical and logical processes; and conversely where the human behavior is well studied but insufficient attention is paid to the technological implementation. This paper outlines how changing the mode of the knowledge acquisition in the teaching of interactivity in physical computing from teaching to learning in a construction type framework strengthens and improves the quality of the student’s learning experience. This epistemological shift is contextualized in framework that references ‘play’ as a fundamental human action, one that can be aligned with the approaches outlined by Seymour Papert and other seminal originators in this field.
|Number of pages||11|
|Publication status||Published - 2014|
|Event||DesignEd Asia Conference - |
Duration: 1 Jan 2014 → …
|Conference||DesignEd Asia Conference|
|Period||1/01/14 → …|