The Design Space of Tangible Interfaces for Computational Tinkerability
DOI:
https://doi.org/10.21240/constr/2025/102.XKeywords:
Artificial Intelligence, Constructionism, Scratch, CSAbstract
Tangible interfaces offer a powerful approach for engaging learners in computational experiences, fostering intuitive, collaborative, and constructionist-driven learning. This work explores the landscape of tangible interfaces for computational tinkering – tools and interfaces that immerse learners in computational learning in a playful and open-ended format. We surveyed and analyzed 33 research projects to highlight the contexts they engage learners with their use of tangible interaction (tangibility) and the open-endedness or expressivity offered by the interfaces. Based on our survey, we develop a design space of tangible computational tinkering interfaces. Our findings (1) showcase the diversity of learning goals and creative opportunities in tinkering interfaces, (2) set forth a taxonomy of tangible interaction they utilize and (3) define a spectrum to examine the tinkerability of such interfaces. This design space provides insights for researchers, designers, and educators to explore the landscape of tangible, open-ended learning experiences and inform their future development.References
Antle, A. N., & Wise, A. F. (2013). Getting down to details: Using theories of cognition and learning to inform tangible user interface design. Interacting with Computers, 25(1), 1-20.
Barnes, C., Jacobs, D. E., Sanders, J., Goldman, D. B., Rusinkiewicz, S., Finkelstein, A., & Agrawala, M. (2008). Video puppetry: a performative interface for cutout animation. In ACM SIGGRAPH Asia 2008 papers (pp. 1-9).
Bdeir, A. (2009, February). Electronics as material: littleBits. In Proceedings of the 3rd international conference on tangible and embedded interaction (pp. 397-400).
Brombacher, H., Van Koningsbruggen, R., Vos, S., & Houben, S. (2024, February). SensorBricks: a Collaborative Tangible Sensor Toolkit to Support the Development of Data Literacy. In Proceedings of the Eighteenth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 1-17).
Brosterman, N. (2001). Inventing kindergarten. Journal of Aesthetics and Art Criticism, 59(2).
Buechley, L., Eisenberg, M., Catchen, J., & Crockett, A. (2008, April). The LilyPad Arduino: using computational textiles to investigate engagement, aesthetics, and diversity in computer science education. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 423-432).
Cassinelli, A., & Saakes, D. (2017, March). Data flow, spatial physical computing. In Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 253-259).
Fuste, A., & Schmandt, C. (2019, October). HyperCubes: A playful introduction to computational thinking in augmented reality. In Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (pp. 379-387).
Gallardo, D., Julia, C. F., & Jorda, S. (2008, October). TurTan: A tangible programming language for creative exploration. In 2008 3rd IEEE International Workshop on Horizontal Interactive Human Computer Systems (pp. 89-92). IEEE.
Han, K., Tang, K., & Wang, M. (2024, February). Tangible Diffusion: Exploring Artwork Generation via Tangible Elements and AI Generative Models in Arts and Design Education. In Proceedings of the Eighteenth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 1-13).
Horn, M. S., AlSulaiman, S., & Koh, J. (2013, June). Translating Roberto to Omar: computational literacy, stickerbooks, and cultural forms. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 120-127).
Horn, M. S., & Jacob, R. J. (2007, February). Designing tangible programming languages for classroom use. In Proceedings of the 1st international conference on Tangible and embedded interaction (pp. 159-162).
Hu, F., Zekelman, A., Horn, M., & Judd, F. (2015, June). Strawbies: explorations in tangible programming. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 410-413).
Im, H., & Rogers, C. (2021, June). Draw2code: Low-cost tangible programming for creating AR animations. In Proceedings of the 20th Annual ACM Interaction Design and Children Conference (pp. 427-432).
Jin, Q., Wang, D., & Sun, F. (2018, October). TanCreator: A Tangible Tool for Children to Create Augmented Reality Games. In Proceedings of the 2018 ACM International Joint Conference and 2018 International Symposium on Pervasive and Ubiquitous Computing and Wearable Computers (pp. 82-85).
Kang, S., Norooz, L., Bonsignore, E., Byrne, V., Clegg, T., & Froehlich, J. E. (2019, June). Prototypar: Prototyping and simulating complex systems with paper craft and augmented reality. In Proceedings of the 18th ACM international conference on interaction design and children (pp. 253-266).
Kazemitabaar, M., McPeak, J., Jiao, A., He, L., Outing, T., & Froehlich, J. E. (2017, May). Makerwear: A tangible approach to interactive wearable creation for children. In Proceedings of the 2017 chi conference on human factors in computing systems (pp. 133-145).
Koushik, V., Guinness, D., & Kane, S. K. (2019, May). Storyblocks: A tangible programming game to create accessible audio stories. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-12).
Liang, M., Li, Y., Weber, T., & Hussmann, H. (2021, June). Tangible interaction for children’s creative learning: A review. In Proceedings of the 13th Conference on Creativity and Cognition (pp. 1-14).
Long, D., Rollins, S., Ali-Diaz, J., Hancock, K., Nuonsinoeun, S., Roberts, J., & Magerko, B. (2023, June). Fostering AI Literacy with Embodiment & Creativity: From Activity Boxes to Museum Exhibits. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 727-731).
Marshall, P. (2007, February). Do tangible interfaces enhance learning?. In Proceedings of the 1st international conference on Tangible and embedded interaction (pp. 163-170).
Martinez, S. L., & Stager, G. S. (2013). Invent to learn: Makers in the classroom. The Education Digest, 79(4), 11.
Melcer, E. F., & Isbister, K. (2018, April). Bots & (Main) frames: exploring the impact of tangible blocks and collaborative play in an educational programming game. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-14).
Oh, H., Deshmane, A., Li, F., Han, J. Y., Stewart, M., Tsai, M., ... & Oakley, I. (2013, February). The digital dream lab: tabletop puzzle blocks for exploring programmatic concepts. In Proceedings of the 7th international conference on tangible, embedded and embodied interaction (pp. 51-56).
Oh, H., & Gross, M. D. (2015, January). Cube-in: A learning kit for physical computing basics. In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 383-386).
Oh, H., Hsi, S., Posner, N., Dixon, C., Smith, T., & Cheng, T. (2023). Making computing visible & tangible: A paper-based computing toolkit for codesigning inclusive computing education activities. International Journal of Child-Computer Interaction, 38, 100602.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42, 533-544.
Papert, S. (1991). Situating Constructionism. Constructionism/Ablex.
Petrich, M., Wilkinson, K., & Bevan, B. (2013). It looks like fun, but are they learning?. In Design, make, play (pp. 50-70). Routledge.
Potter, W. J., & Levine-Donnerstein, D. (1999). Rethinking validity and reliability in content analysis.
Presicce, C. (2017). Explorations in computational tinkering (Doctoral dissertation, Massachusetts Institute of Technology).
Raffle, H. S., Parkes, A. J., & Ishii, H. (2004, April). Topobo: a constructive assembly system with kinetic memory. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 647-654).
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., ... & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. In Design, make, play (pp. 163-181). Routledge.
Sabuncuoglu, A. (2020, February). Tangible music programming blocks for visually impaired children. In Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 423-429).
Sabuncuoğlu, A., Erkaya, M., Buruk, O. T., & Göksun, T. (2018, June). Code notes: designing a low-cost tangible coding tool for/with children. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 644-649).
Sabuncuoglu, A., & Sezgin, T. M. (2022). Kart-on: An extensible paper programming strategy for affordable early programming education. Proceedings of the ACM on Human-Computer Interaction, 6(EICS), 1-18.
Schweikardt, E., & Gross, M. D. (2008, November). Learning about complexity with modular robots. In 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning (pp. 116-123). IEEE.
Shaer, O., & Hornecker, E. (2010). Tangible user interfaces: past, present, and future directions. Foundations and Trends® in Human–Computer Interaction, 3(1–2), 4-137.
Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). Imagining, playing, and coding with KIBO: using robotics to foster computational thinking in young children. Siu-cheung KONG The Education University of Hong Kong, Hong Kong, 110.
Tada, K., & Tanaka, J. (2015). Tangible programming environment using paper cards as command objects. Procedia Manufacturing, 3, 5482-5489.
Te, P. (2015, June). TADCAD: A tangible and gestural 3D modeling & printing platform for building creativity. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 406-409).
Threekunprapa, A., & Yasri, P. (2020). Unplugged Coding Using Flowblocks for Promoting Computational Thinking and Programming among Secondary School Students. International Journal of Instruction, 13(3), 207-222.
Turkle, S., & Papert, S. (1990). Epistemological pluralism: Styles and voices within the computer culture. Signs: Journal of women in culture and society, 16(1), 128-157.
Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature. National Research Council Committee on Out of School Time STEM, 67, 1-55.
Wang, D., Zhang, C., & Wang, H. (2011, June). T-Maze: a tangible programming tool for children. In Proceedings of the 10th international conference on interaction design and children (pp. 127-135).
Weller, M. P., Do, E. Y. L., & Gross, M. D. (2008, February). Posey: instrumenting a poseable hub and strut construction toy. In Proceedings of the 2nd international conference on Tangible and embedded interaction (pp. 39-46).
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Wyeth, P., & Wyeth, G. F. (2001). Electronic blocks: Tangible programming elements for preschoolers.
Yang, R., & Do, E. Y. L. (2024, March). PaBo Bot: Paper Box Robots for Everyone. In Companion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction (pp. 1158-1162).
Yu, J., & Roque, R. (2019). A review of computational toys and kits for young children. International Journal of Child-Computer Interaction, 21, 17-36.
Zhang, A. X., Bernstein, M. S., Karger, D. R., & Ackerman, M. S. (2024). Form-From: A Design Space of Social Media Systems. Proceedings of the ACM on Human-Computer Interaction, 8(CSCW1), 1-47.
Zuckerman, O., Arida, S., & Resnick, M. (2005, April). Extending tangible interfaces for education: digital montessori-inspired manipulatives. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 859-868).
Zykov, V., Chan, A., & Lipson, H. (2007, November). Molecubes: An open-source modular robotics kit. In IROS-2007 Self-Reconfigurable Robotics Workshop (pp. 3-6). Citeseer.
Downloads
Published
Conference Proceedings Volume
Section
License
Copyright (c) 2025 Krithik Ranjan, Anika Mahajan, Rishi Vanukuru, Ellen Yi-Luen Do
This work is licensed under a Creative Commons Attribution 4.0 International License.
