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Designing for physical-digital correspondence in tangible learning environments

In tangible learning environments the potential to exploit different physical-digital links increases representational power but also broadens the complexity of design. This paper presents studies that illustrate the effect of physical correspondence design choices on learners' interpretations, particularly regarding meaning making and conceptual mappings between objects and representations, and learners' ability to generalize. Preconceptions and associations with familiar real settings were found to have a significant level of interference in children's perception, interpretation and comprehension of the concepts.