120029 20240319081004.0 doi 10.1109/TLT.2022.3216117 sideral 130853 ART-2022-130853 eng Artola, Veronica A novel tangible interaction authoring tool for creating educational activities: analysis of its acceptance by educators 2022 Access copy available to the general public Unrestricted The 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/RTI2018-096986-B-C31 info:eu-repo/semantics/openAccess All rights reserved http://www.europeana.eu/rights/rr-f/ 3.7 2022 EDUCATION & EDUCATIONAL RESEARCH 58 / 269 = 0.216 2022 Q1 T1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS 54 / 110 = 0.491 2022 Q2 T2 1.14 2022 Computer Science Applications 2022 Q1 Engineering (miscellaneous) 2022 Q1 Education 2022 Q1 E-learning 2022 Q1 8.5 2022 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Sanz, Cecilia Baldassarri, Sandra Universidad de Zaragoza (orcid)0000-0002-9315-6391 5007 570 Universidad de Zaragoza Dpto. Informát.Ingenie.Sistms. Área Lenguajes y Sistemas Inf. 16, 5 (2022), 633-647 IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES IEEE Transactions on Learning Technologies 1939-1382 1536919 http://zaguan.unizar.es/record/120029/files/texto_completo.pdf Postprint 3587590 http://zaguan.unizar.es/record/120029/files/texto_completo.jpg?subformat=icon icon Postprint oai:zaguan.unizar.es:120029 articulos driver 2024-03-18-14:26:36 ARTICLE