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Tangible vs. virtual representations: when tangibles benefit the training of spatial skills.

, , and . NordiCHI, page 99-108. ACM, (2012)

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Task Performance vs. Learning Outcomes: A Study of a Tangible User Interface in the Classroom., , , , and . EC-TEL, volume 6383 of Lecture Notes in Computer Science, page 78-92. Springer, (2010)Co-training using prosodic and lexical information for sentence segmentation., , , and . INTERSPEECH, page 2597-2600. ISCA, (2007)Tangible interfaces: when physical-virtual coupling may be detrimental to learning., , and . BCS HCI, page 49-58. British Computer Society, (2012)3D Tangibles Facilitate Joint Visual Attention in Dyads., , , , , and . CSCL, International Society of the Learning Sciences, (2015)Tangible Interfaces for Learning - Training Spatial Skills in Vocational Classrooms.. EPFL, Switzerland, (2013)Detecting Collaborative Dynamics Using Mobile Eye-Trackers., , , , , and . ICLS, International Society of the Learning Sciences, (2016)Cross-Genre Feature Comparisons for Spoken Sentence Segmentation., , , , and . ICSC, page 265-274. IEEE Computer Society, (2007)Cross-linguistic analysis of prosodic features for sentence segmentation., , , , , and . INTERSPEECH, page 2585-2588. ISCA, (2007)A Hindi speech recognizer for an agricultural video search application., , , and . ACM DEV (3), page 5:1-5:8. ACM, (2013)Tangible vs. virtual representations: when tangibles benefit the training of spatial skills., , and . NordiCHI, page 99-108. ACM, (2012)