Petersson Eva, Brooks Anthony
Aalborg University Esbjerg, Esbjerg, Denmark.
Cyberpsychol Behav. 2006 Apr;9(2):196-9. doi: 10.1089/cpb.2006.9.196.
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.
本文探讨了实体与虚拟相结合的玩具作为协作学习的重要资源的情况。这种学习融合了康复、训练和教育。数据来自两个不同的案例。文中讨论了与非正式学习和开放式设计特征相关的教学问题。研究结果表明，社交、物质和表达方面的可供性构成了一个替代性界面的基础，以鼓励儿童玩耍和学习。
