Preparing for Future Learning with Tangible User Interfaces

Preparing for Future Learning with Tangible User Interfaces

Our lab investigates how Tangible User Interfaces (TUIs) - physical objects augmented with digital information - can fundamentally transform how students learn complex STEM concepts. Rooted in constructivist theories and the “Preparing for Future Learning” (PFL) framework, our research challenges the conventional “tell-and-practice” instructional model by exploring how hands-on exploration prior to formal instruction enhances conceptual understanding and transfer of knowledge.

Across multiple studies and learning domains—from neuroscience to probability theory—we have designed and tested TUIs that support open-ended, collaborative learning. One TUI, BrainExplorer, allows students to manipulate a physical model of the brain augmented with virtual visualizations. By simulating neural lesions and observing visual impairments in real-time, students actively build mental models of brain function. Similarly, Combinatorix, our probability-focused TUI, enables learners to discover combinatorics and permutation rules through tangible interactions.

Empirical results from randomized studies demonstrate that students who explore these TUIs before receiving direct instruction significantly outperform those who follow traditional sequencing. TUIs promote elaboration, encourage verbalization, and reduce “functional fixedness” that often limits learning following lectures. In essence, students arrive at formal instruction with richer questions and frameworks, primed to learn more deeply.

Moreover, our work highlights how TUIs naturally support collaborative learning, equitable participation, and increased engagement. These tools transform passive content delivery into interactive microworlds where students construct, test, and revise theories—mirroring authentic scientific inquiry.

This research not only informs the design of next-generation educational technologies but also offers scalable, low-cost platforms for classroom use, leveraging open-source software and readily available hardware. By combining tangible interaction, augmented feedback, and thoughtful pedagogy, we aim to redefine how students prepare for future learning in increasingly complex and interdisciplinary domains.

Publications

  • Schneider B., Wallace J., Pea, R. & Blikstein P. (2013). Preparing for Future Learning with a Tangible User Interface: the Case of Neuroscience. IEEE Transactions on Learning Technologies, 6(2), 117-129.
  • Schneider, B., & Blikstein, P. (2015). Flipping the Flipped Classroom: A Study of the Effectiveness of Video Lectures Versus Constructivist Exploration Using Tangible User Interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17.
  • Schneider, B. (2017). Preparing Students For Future Learning With Mixed Reality Interfaces. In D. Liu, C. Dede, R. Huang & J. Richards (Eds.), Virtual, Augmented, and Mixed Realities in Education. Springer.
  • Schneider, B., & Blikstein, P. (2018). Tangible User Interfaces and Contrasting Cases as a Preparation for Future Learning. Journal of Science Education and Technology, 27(4), 369-384.