Authoring tool for creating tangible interaction-based educational activities


  • Verónica Artola Institute of Research in Computer Science LIDI, School of Computer Science, National University of La Plata, La Plata, Argentine
  • Cecilia Verónica Sanz Institute of Research in Computer Science LIDI, School of Computer Science, National University of La Plata, La Plata, Argentine
  • Lucrecia Moralejo Institute of Research in Computer Science LIDI, School of Computer Science, National University of La Plata, La Plata, Argentine
  • Patricia Mabel Pesado Institute of Research in Computer Science LIDI, School of Computer Science, National University of La Plata, La Plata, Argentine
  • Sandra Baldassarri Santalucía AffectiveLab, GIGA, University of Zaragoza, Spain


Authoring Tool, Tangible Interaction, Educational Scenario


This paper presents the design of an authoring tool for creating educational activities based on tangible interaction. First, background information is presented in relation to tangible interaction and its possibilities for the educational context. Also, the concept of authoring tool is reviewed, and a number of desirable features for authoring tools oriented to the educational context are listed. Finally, TIES (Tangible Interaction in Educational Scenario) is described, which is the authoring tool we designed and upon which this paper is focused. The reasons why this is a necessary tool are discussed, and some conclusions and future lines of work are presented.


Download data is not yet available.


[1] Wellner P., Mackay W.& Gold R. (1993). Computer augmented environments: Back to the real world.
Communication of the ACM, Vol. 36, No. 7, August1993.
[2] Ishii H. & Ullmer B. (1997). Tangible bits: towards seamless interfaces between people, bits and atoms.
In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (p. 241).
[3] Weiser M. (1991).The Computer for the 21st Century. Scientific American, 1991, 265 (3), pp. 94-104.
[4] Mazalek A., Davenport G. & Ishii H. (2002). Tangible Viewpoints: Physical Navigation through Interactive Stories.
[5] Marco J., Cerezo E. & Baldassarri S. (2012). Modelado de controles tangibles para juegos con
ToyVision. Proceedings of the XIII Congreso Internacional de Interacción Persona Ordenador (Interacción 2012), October 3-5, 2012, Elche, Spain.
[6] Sanz C., Guisen M. A., De Giusti A., Baldassarri S., Marco J. & Cerezo E. (2013). Games as Educational
Strategy: A Case of Tangible Interaction for Users of Alternative and Augmentative Communication. In
International Conference on Collaboration Technologies and Systems. 377-381. San Diego, California, USA.
[7] O'Malley C & Fraser D.S. (2004). Literature Review in Learning with Tangible Technologies. NESTA Futurelab.
[8] Montessori M. (1917). The Advanced Montessori Method. New York: Frederick A Stokes.
[9] Dienes Z.P. (1964). Building Up Mathematics (2nd ed). London: Hutchinson International
[10] Marshall P., Price S. & Rogers Y. (2003). Conceptualising tangibles to support learning. Conference on interaction Design and Children. IDC'03
[11] Dillenbourg P. & Evans M. (2011). Interactive tabletops in education. International Journal of Computer - Supported Collaborative Learning 6(4), 491- 514.
[12] Evans M.A., Rick J., Horn M.S., Shen C., Mercier E., McNaughton J., Higgins S., Tissenbaum M., Lui M.
& Slotta J.D. (2012). Interactive Surfaces and Spaces: A Learning Sciences Agenda. Symposium presented
at the International Conference of the Learning Sciences.
[13] Kharrufa A, Leat D. & Olivier P. (2013). Designing for Reflection: A Case Study with Digital Tabletops
and Digital Mysteries. In: Yang, H., Wang, S, ed. Cases on E-Learning Management: Development and
Implementation. Hershey, Pennsylvania, USA: Information Science Reference, 2013, 268-292.
[14] Kharrufa, A. S. (2010). Digital tabletops and collaborative learning. PhD Dissertation, Newcastle
University. Retrieved from
[15] Martinez-Maldonado R., Kay J., & Yacef K. (2011). Visualizations for longitudinal
participation, contribution and progress of a collaborative task at the tabletop. In Proceedings of the International Conference on Computer Supported Collaborative Learning 2011 (CSCL 2011), 25-32.
[16] Suzuki H. & Kato H. (1995). Interaction-level support for collaborative learning: Algoblock–an open programming language. In Proc. CSCL ’95, Lawrence Erlbaum.
[17] Horn M. & Jacob R.J.K. (2006). Tangible Programming in the Classroom: A Practical Approach. Extended Abstracts CHI 2006, ACM Press.
[18] Wang D., Qi Y., Zhang Y. & Wang T. (2013). TanPro-kit: a tangible programming tool for children.
In Proceedings of the 12th International Conference on Interaction Design and Children, 344-347. ACM.
[19] Zufferey G., Jermann P., Lucchi A. & Dillenbourg, P. (2009). TinkerSheets: Using Paper Forms to Control and Visualize Tangible Simulations. In Proceedings of the Third International Conference on Tangible and Embedded Interaction (TEI'09), 377-384.
[20] Ryokai K., Marti S. & Ishii H. (2004). I/O Brush: Drawing with Everyday Objects as Ink. Proceedings
of CHI 2004, 24-29, 2004, ACM.
[21] Sanz C., Baldassarri S., Guisen M. A., Marco J., Cerezo E. & De Giusti A. (2012). ACoTI: herramienta de interacción tangible para el desarrollo de competencias comunicacionales en usuarios de comunicación alternativa. Primeros resultados de su evaluación. En VII Congreso de Tecnología en Educación y Educación en Tecnología. Pergamino, Buenos Aires, Argentina.
[22] Shen C., Vernier F., Forlines, C. & Ringel, M. (2004). DiamondSpin: an extensible toolkit for around-the-table interaction. In Proc. CHI ’04, 167-174, 2004.
[23] Camarda P., Minzi V. (2012). “Primaria Digital, Aulas digitales móviles, Manual general introductorio”. Primera edición. Buenos Aires. Ministerio de Educación de la Nación, 2012. ISBN 978-950-00-0949-2.
[24] Gómez Villa M., Franco Morales, A., Martínez Valenzuela, J., Pastor Marín, P., Marín Saorín, S.,
Reyes Camacho Marín, S. y Villalba del Baño. J. (2002). “Herramientas de Autor e integración Curricular: ‘Las Aventuras de Topy’, una aplicación multimedia para el desarrollo de la comunicación alternativa y aumentativa en el aula”. Proceedings of the II Congreso Nacional de Nuevas Tecnologías y Necesidades Educativas Especiales, Murcia, Spain.
[25] Moralejo, Sanz & Pesado (2014). “Análisis comparativo de herramientas de autor para la
creación de actividades de Realidad Aumentada. Estudio de sus características específicas para el
escenario educativo”. ( (24-07-2015).
[26] Moralejo L., Sanz C., Pesado P., Baldassarri S. (2013). “AuthorAR: Authoring Tool for Building
Educational Activities based on Augmented Reality”. Conferencia. CTS 2013. Mayo de 2013, San Diego
(California). ISBN 978-1-4673-6403-4.
[27] Greenberg S. (2002) Enhancing creativity with groupware toolkits. Groupware: Design, Implementation, and Use. Springer. 2003. 1–9.
[28] Hansen T.E., Hourcade J.P., Virbel M., Patali S. and Serra T. (2009). PyMT: a post-WIMP multi-touch
user interface toolkit. International Conference on Interactive Tabletops and Surfaces (ITS ’09). ACM, 17–24.




How to Cite

Artola, V., Sanz, C. V., Moralejo, L., Pesado, P. M., & Baldassarri Santalucía, S. (2015). Authoring tool for creating tangible interaction-based educational activities. Journal of Computer Science and Technology, 15(02), p. 114–121. Retrieved from



Original Articles