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| Naji, M. |
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| Motta, Antonella |
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| Aletan, Dirar |
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| Mohamed, Tarek |
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| Ertürk, Emre |
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| Taccardi, Nicola |
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| Kononenko, Denys |
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| Petrov, R. H. | Madrid |
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| Alshaaer, Mazen | Brussels |
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| Bih, L. |
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| Casati, R. |
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| Muller, Hermance |
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| Kočí, Jan | Prague |
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| Šuljagić, Marija |
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| Kalteremidou, Kalliopi-Artemi | Brussels |
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| Azam, Siraj |
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| Ospanova, Alyiya |
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| Blanpain, Bart |
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| Ali, M. A. |
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| Popa, V. |
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| Rančić, M. |
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| Ollier, Nadège |
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| Azevedo, Nuno Monteiro |
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| Landes, Michael |
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| Rignanese, Gian-Marco |
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Nijholt, Anton
University of Twente
in Cooperation with on an Cooperation-Score of 37%
Topics
Publications (11/11 displayed)
- 2017Smart material interfacescitations
- 2015Smart Material Interfaces for Educationcitations
- 2015A Smart Material Interfaces Learning Experience
- 2014New Materials = New Expressive Powers: Smart Material Interfaces and Arts, experience via smart materialscitations
- 2013Smart material interfaces: "another step to a material future"citations
- 2013Smart material interfaces as a methodology for interactioncitations
- 2012Smart material interfaces: A visioncitations
- 2012Smart material interfaces: "a material step to the future"citations
- 2012Growing grass: a smart material interactive display, design and construction historycitations
- 2012Follow the Grass: a Smart Material Interactive Pervasive Displaycitations
- 2012Smart material interfaces: a new form of physical interactioncitations
Places of action
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article
Smart Material Interfaces for Education
Abstract
This paper describes an experience, held with a class of primary school children, aimed to introduce a novel educational topic, the smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multi-disciplinary path in which traditional and innovative teaching methods were composed for educating while engaging the children. It led to the creation of 6 automated puppet plays focused on the themes of environmental awareness as a result. In this process, storytelling and visual programming acted as powerful means for merging different educational concepts and techniques. The data collected through the direct observation and the questionnaires indicate that the experience was perceived as positive and interesting. The post-evaluation, held some months later, revealed skills and knowledge improvements in all the areas involved by the multi-disciplinary experience.