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Yanhong Li, Meng Liang, Julian Preissing, Nadine Bachl, Michelle Dutoit, Thomas Weber, Sven Mayer, Heinrich Hussmann
A Meta-Analysis of Tangible Learning Studies from the TEI Conference
In Sixteenth Interna- tional Conference on Tangible, Embedded, and Embodied Interaction (TEI 22), February 13â16, 2022, Daejeon, Republic of Korea. ACM, New York, NY, https://doi.org/10.1145/3490149.3501313

Tangible learning has received increasing attention. However, in the recent decade, it has no comprehensive overview. This study aimed to fill the gap and reviewed 92 publications from all the TEI conference proceedings (2007â2021). We analysed previous studiesâ characteristics (e.g., study purpose and interactive modalities) and elaborated on three common topics: collaborative tangible learning, tangiblesâ impacts on learning, and comparisons between tangibles and other interfaces. Three key findings were: (1) Tangibles im- pacted learning because it could scaffold learning, change learning behaviour, and improve learning emotion; (2) We should see the effectiveness of tangibles with rational and critical minds. (3) Some studies emphasised too much on the interaction of tangibles and ignored their metaphor meanings. For future work, we suggest avoiding an intensive cluster on collaboration and children and consider other valuable areas, e.g., tangibles for teachers, tangiblesâ social and emotional impacts on students, tangible interactionâs meaning and metaphor.