Over the last few years, multi-touch mobile devices have become
increasingly common. However, very few applications in the context of 3D
geometry learning can be found in app stores. Manipulating a 3D scene
with a 2D device is the main difficulty of such applications.
Throughout this book, the author focuses on allowing young students to
manipulate, observe and modify 3D scenes using new technologies brought
about by digital tablets. Through a user-centered approach, the author
proposes a grammar of interactions adapted to young learners, and then
evaluates acceptability, ease of use and ease of learning of the
interactions proposed.
Finally, the author studies in situ the pedagogic benefits of the use of
tablets with an app based on the suggested grammar. The results show
that students are able to manipulate, observe and modify 3D scenes using
an adapted set of interactions. Moreover, in the context of 3D geometry
learning, a significant contribution has been observed in two classes
when students use such an application.
The approach here focuses on interactions with digital tablets to
increase learning rather than on technology. First, defining which
interactions allow pupils to realize tasks needed in the learning
process, then, evaluating the impact of these interactions on the
learning process. This is the first time that both interactions and the
learning process have been taken into account at the same time.
