{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"ae053936-f6b1-488b-8973-bb2332d1be14","title":"数字技术研究","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787308182003","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"ae053936-f6b1-488b-8973-bb2332d1be14","id":"ae053936-f6b1-488b-8973-bb2332d1be14","uuid":"ae053936-f6b1-488b-8973-bb2332d1be14","title":"数字技术研究","normalized_title":"数字技术研究","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787308182003","isbns":["9787308182003"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":790,"navigation_url":"https://workshop.closeclaw.top/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14","title_url":"https://workshop.closeclaw.top/ai/title/%E6%95%B0%E5%AD%97%E6%8A%80%E6%9C%AF%E7%A0%94%E7%A9%B6","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/ae053936-f6b1-488b-8973-bb2332d1be14","page_url":"https://workshop.closeclaw.top/api/ai/books/ae053936-f6b1-488b-8973-bb2332d1be14/page","search_url":"https://workshop.closeclaw.top/api/ai/books/ae053936-f6b1-488b-8973-bb2332d1be14/search"},"page":{"printed_page":"309 / 463","pdf_page":487,"physical_index":487,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"65e9b5939b960a736b0736ab3661acd9e243d3b2e35ca202e362512226e1392f"},"chapter":"第20章 有形界面:技术与学习交互","content":"早期的有形技术案例使用的是人们喜爱且熟悉的玩具，比如球、积木，通过数字化将发光二极管(LED)或加速计嵌入到这些玩具中。“比特球”是一个透明的球，使用加速计，能记录并传输自身的运动信息(Resnicket al.，1996);“堆叠编程珠”是由汇编程序块组成的，孩子们可以以此探索动态行为模式(Resnick et al.,1998;见图20.1);而“系统块”和“流量块”则根据物品的组合方式生成行为的视觉表征(Resnick et al.,1998;Zuckerman et al.,2006;见图20.2)。在另外一些研究中，积木被用作有形的编程元素来简化孩子们的编程任务，孩子们可将这些拥有不同功能的积木进行排列来完成编程(WyethandPurchase,2002;Schweikardt and Gross,2008)。\n\n其他类型的装配或结构工具包使得孩子们能够建立自己的个性化模型，刺激他们的创造力与想象力。比如，Topobo积木(Raffleetal.，2004)能让孩子们用嵌入数字元件的积木来搭造动物，这些元件可以记忆并再现物理动作，让孩子们了解运动与运动力(见图20.3)。这种建模过程被认为有助于加深用户对事物功能的理解(KlopferandSquire,2007)，使孩子们有机会通过亲自创作的表征——能够体现孩子活动与思想的物品——来表达自我(Marshallet al.,2003)，并在此过程中习得知识。\n\n第20章有形界面:技术与学习交互\n\n309\n\n463","previous_page":486,"next_page":488}