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Early years learning with digital technologies: the relationship between research and design.

, , , , and . ICLS (3), page 354-359. International Society of the Learning Sciences, (2008)

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Facilitating Pretend Play in Autistic Children: Results from an Augmented Reality App Evaluation., , , and . ASSETS, page 407-409. ACM, (2018)Tangibles for learning: a representational analysis of physical manipulation., and . Personal and Ubiquitous Computing, 16 (4): 405-419 (2012)The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials., , and . Comput. Educ., 54 (3): 622-640 (2010)Physical manipulation: evaluating the potential for tangible designs., , and . TEI, page 77-84. ACM, (2009)The Effect of Concrete Materials on Children's Subsequent Numerical Explanations: Metaphorical Priming., and . ICLS, International Society of the Learning Sciences, (2016)Designing learning representations around physical manipulation: hands and objects., and . IDC, page 81-89. ACM, (2011)Computing education in children's early years: A call for debate., and . Br. J. Educ. Technol., 48 (1): 191-201 (2017)Early years learning with digital technologies: the relationship between research and design., , , , and . ICLS (3), page 354-359. International Society of the Learning Sciences, (2008)From design to difference: increasing impact of IDC research., , , , , , and . IDC (Extended Abstracts), page 96-102. ACM, (2020)Design implications from Cognitive Event Analysis: A case study of digitally mediated interaction in autistic children., , and . IDC, page 476-481. ACM, (2019)