Abstract
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.
Udgivelsesdato: April
Udgivelsesdato: April
Originalsprog | Engelsk |
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Tidsskrift | CyberPsychology & Behavior |
Vol/bind | 9 |
Udgave nummer | 2 |
Sider (fra-til) | 196-199 |
Antal sider | 4 |
ISSN | 1094-9313 |
DOI | |
Status | Udgivet - 2006 |