Research article #1
Davis, R., Kafai, Y., Vasudevan, V., & Lee, E. (2013). The education arcade: Crafting, remixing, and playing with controllers for Scratch games. Proceedings of the 12th International Conference on Interaction Design and Children (pp. 439-442). New York: ACM. doi:
1.) What do you see as a potential affordance of "extending game design activities into the physical realm" (Davis et al., 2013, p. 439)?
2.) Other than game controllers and to teach basic circuitry, what other uses do you see for the Makey Makey tool in an education setting?
3.) Why might Papert's successful learning environments have included a showing or display of work on a community scale? How does this speak to your own teaching and/or learning experience?
4.) What purpose do you see in having the students focus on the aesthetics of the game controller? Do you think its aesthetics are an equal consideration in this type of learning model? Why or why not?
5.) What is tangible interface design and why might it be important to include when teaching students in a makerspace setting? What about it is important to understand in the context of today's society/digital literacies in general?
Research Article #2
Graves Petersen, M., Kirkegaard Rasmussen, M., & Buhl Jakobsen, K. (2015). Framing open-ended and constructive play with emerging interactive materials. Proceedings of the 14th International Conference on Interaction Design and Children (pp. 150-159). doi:
1.) What do you see are some affordances of merging the digital and physical worlds when it comes to open-ended/constructive play? Why might a balance of the two be important in the learning process for children? For adults?
2.) With simple circuits like Chibitronics and Makey Makey there is often low floor entry points without many high ceiling opportunities. How might you address this issue if using these tools in a learning environment?
3.) What has been your own experience with open-ended, constructive play? What might you see as some challenges you would need to consider if implementing this approach in your own learning process/teaching and learning environment?
4.) An affordance in the article was the participants' unanticipated experimentation with the conductivity of body parts in a basic circuit. The children posed questions about conductivity and experimented to discover the answers. At what point in the learning process do you see the need to provide support when learning concepts? (Think about how the students got the circuits to work, but in some cases, by the end of experimenting, still could not articulate what a circuit is or why the connection worked).