Exploring how children use their hands to think: an embodied interactional analysis
Open accessAbstract
In order to better understand how to design hands-on child-computer interaction, we explore how different styles of interaction facilitate children's thinking while they use their hands to manipulate objects. We present an exploratory study of children solving a spatial puzzle task. We investigate how the affordances of physical, graphical and tangible interfaces may facilitate the development of thinking skills including mental visualisation, problem space exploration and collaboration. We utilise the theory of complementary actions taken from embodied cognition to develop a video coding methodology that allows us to classify behavioural activity and make inferences about thinking skills development. Our findings indicated that the combination of direct hands-on input style with audio-visual feedback facilitated by the tangible user interface enabled a dynamic task completion strategy, which supports the development of mental skills with a slight time cost. The mouse and graphical user interface supported a trial and error approach, which may limit skills development. The physical cardboard puzzle enabled effective task completion but provided less support for social interaction and problem space exploration. We conclude with design recommendations.
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A pure trial-and-error approach may limit skill development.
“In many different learning situations, however, researchers have shown that a pure trial-and-error-approach may limit skill development (Antle, 2013;Sadik, Leftwich, & Nadiruzzaman, 2017;Tsai, Hsu, & Tsai, 2012).”
From Fostering computational thinking through educational robotics: a model for creative computational problem solving (2020) · cites this paper as Antle, 2013
Previous work has argued that trial-and-error strategies may not be considered optimal, since they may 'support task completion but not skills development'.
“Indeed, previous work has argued that trial-anderror strategies may not be considered optimal, since they may”
From Fostering computational thinking through educational robotics: a model for creative computational problem solving (2020) · cites this paper as Antle, 2013
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Satrio, I. R., Effendy, V., & Junaedi, D. (2019) · doi:10.1109/icoict.2019.8835293
Coordinating tools and talk in a tangible tabletop game
Willis, A., Wise, A. F., & Antle, A. N. (2015) · Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference
Self-citationA Proposed User Requirements Document for Children’s Learning Application
Sabariah, M. K., Santosa, P. I., & Ferdiana, R. (2020) · International Journal of Advanced Computer Science and Applications · doi:10.14569/ijacsa.2020.0110937
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Action-based embodied learning through marker-based AR – Design of a geometry app
Dilling, F. (2024) · MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung · doi:10.1007/978-3-658-45271-1_6
How do gestural interactions support visuospatial cognition in STEM learning?
Xu, Z., Antonenko, P., Dawson, K., Koh, D. H., & Wusylko, C. (2026) · British Journal of Educational Technology · doi:10.1111/bjet.70053
Traces of scientific creativity in pre-schoolers’ drawings and verbal explanations of de-extinction
Güneş, G., Say, S., & Özkan, B. (2026) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2026.2730981
- Authors
- Antle, A. N.
- Affiliations
- Simon Fraser University (CA)
- Corresponding author
- Antle, Alissa N.
- ORCID
- Antle, Alissa N.
- Venue
- Behaviour & Information Technology
- Publisher
- Informa UK Limited
- Published
- 2013-09
- Volume
- 32
- Issue
- 9
- Pages
- 938-954
- ISSN
- 0144-929X (ISSN-L)
- 1362-3001
- OpenAlex
- W1995798104
- Cited by
- 76
- References
- 40
- Citations by year
- 2026: 5 · 2025: 1 · 2024: 3 · 2023: 5 · 2022: 4 · 2021: 10 · 2020: 5 · 2019: 6 · 2018: 6 · 2017: 5 · 2016: 3 · 2015: 9 · 2014: 5 · 2013: 4 · 2012: 2
- FWCI
- 11.82
- Type
- journal article
- Language
- en
- Open access
- green
- summit.sfu.ca
- Locations
- Behaviour and Information Technology (publishedVersion)
- Summit (Simon Fraser University) (submittedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Natural Sciences and Engineering Research Council of Canada
- Social Sciences and Humanities Research Council of Canada
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Interactive and Immersive Displays
- Social Sciences › Education › Child Development and Digital Technology
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- embodied cognition, children's thinking, tangible user interfaces, child-computer interaction, problem space exploration, collaboration, complementary actions, audiovisual feedback, graphical user interface, physical interfaces, design guidelines
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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