000120029 001__ 120029
000120029 005__ 20240319081004.0
000120029 0247_ $$2doi$$a10.1109/TLT.2022.3216117
000120029 0248_ $$2sideral$$a130853
000120029 037__ $$aART-2022-130853
000120029 041__ $$aeng
000120029 100__ $$aArtola, Veronica
000120029 245__ $$aA novel tangible interaction authoring tool for creating educational activities: analysis of its acceptance by educators
000120029 260__ $$c2022
000120029 5060_ $$aAccess copy available to the general public$$fUnrestricted
000120029 5203_ $$aThe creation of applications based on tangible interaction (TI applications), particularly on tabletops, is a developing area that requires the collaboration of professionals with expert knowledge in specific domains. Having an authoring tool that facilitates interdisciplinary intervention in the design and implementation of such applications is a current challenge to bring TI to different contexts. This article presents an authoring tool (named EDIT) and analyzes its acceptance by educators for creating educational activities. The novelty of the tool lies in the possibility of creating projects with a schedule of educational activities, sequenced as required for a group of students. In addition, it has specific characteristics for the educational scenario, such as the personalization of feedback and the meta-annotation of projects. Sessions were held with educators (n = 38) to analyze variables related to the Technology Acceptance Model (such as perceived usefulness and perceived ease of use) when creating TI educational activities on tabletops using the EDIT tool. The sessions were observed and recorded on video, and a Focus Group was held afterwards. During the sessions, educators gave a positive assessment in relation to using this type of tool. It was observed that, in general, they find tangible interaction valuable mostly for working with children. Finally, the results show a high acceptance obtained from the TAM and the novel features of EDIT were found to be useful.
000120029 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB$$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/RTI2018-096986-B-C31
000120029 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000120029 593__ $$aComputer Science Applications$$c2022$$dQ1
000120029 593__ $$aEngineering (miscellaneous)$$c2022$$dQ1
000120029 593__ $$aEducation$$c2022$$dQ1
000120029 593__ $$aE-learning$$c2022$$dQ1
000120029 592__ $$a1.14$$b2022
000120029 590__ $$a3.7$$b2022
000120029 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b58 / 269 = 0.216$$c2022$$dQ1$$eT1
000120029 591__ $$aCOMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS$$b54 / 110 = 0.491$$c2022$$dQ2$$eT2
000120029 594__ $$a8.5$$b2022
000120029 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000120029 700__ $$aSanz, Cecilia
000120029 700__ $$0(orcid)0000-0002-9315-6391$$aBaldassarri, Sandra$$uUniversidad de Zaragoza
000120029 7102_ $$15007$$2570$$aUniversidad de Zaragoza$$bDpto. Informát.Ingenie.Sistms.$$cÁrea Lenguajes y Sistemas Inf.
000120029 773__ $$g16, 5 (2022), 633-647$$pIEEE TRANSACTIONS ON LEARNING TECHNOLOGIES$$tIEEE Transactions on Learning Technologies$$x1939-1382
000120029 8564_ $$s1536919$$uhttps://zaguan.unizar.es/record/120029/files/texto_completo.pdf$$yPostprint
000120029 8564_ $$s3587590$$uhttps://zaguan.unizar.es/record/120029/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000120029 909CO $$ooai:zaguan.unizar.es:120029$$particulos$$pdriver
000120029 951__ $$a2024-03-18-14:26:36
000120029 980__ $$aARTICLE