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Exploring how children interact with 3D shapes using haptic technologies., , и . IDC, стр. 533-538. ACM, (2018)Independent exploration with tangibles for students with intellectual disabilities., и . IDC, стр. 236-239. ACM, (2012)Fostering geospatial thinking in science education through a customisable smartphone application., , , , , и . Br. J. Educ. Technol., 45 (1): 160-170 (2014)BJET editorial 2023: Reflections on the evolving landscape of EdTech., , , , и . Br. J. Educ. Technol., 54 (1): 5-9 (января 2023)Exploring the Potential of IVR Technology to Promote Collaborative Learning in Science Experiences., и . CSCL, International Society of the Learning Sciences, (2019)The SENSE project: a context-inclusive approach to studying environmental science within and across schools., , , , , , , , и . CSCL, стр. 155-159. International Society of the Learning Sciences, (2005)What have you done! the role of 'interference' in tangible environments for supporting collaborative learning., и . CSCL (1), стр. 325-334. International Society of the Learning Sciences, (2009)Becoming in Touch with Industrial Robots through Ethnography., , и . HRI (Companion), стр. 128-130. ACM, (2020)Action and representation in tangible systems: implications for design of learning interactions., , и . TEI, стр. 145-152. ACM, (2010)The effect of representation location on interaction in a tangible learning environment., , , и . TEI, стр. 85-92. ACM, (2009)