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From Snark to Park: Lessons Learnt Moving Pervasive Experiences From Indoors to Outdoors., , , , , and . AUIC, volume 28 of CRPIT, page 39-48. Australian Computer Society, (2004)Developing a pedagogical framework for designing a multisensory serious gaming environment., , and . MIE@ICMI, page 1-9. ACM, (2017)The role of iPads in pre-school children's mark making development., , and . Comput. Educ., (2015)EPESonic: understanding fictional framing of metaphorical actions in young children's digital interaction., and . IDC (Extended Abstracts), page 288-291. ACM, (2020)Developing Ideas and Methods for Supporting Whole Body Interaction in Remote Co-Design with Children., , , , , and . IDC, page 675-678. ACM, (2021)Tangibles for students with intellectual disabilities., and . IDC, page 371-374. ACM, (2012)Let's get physical: The learning benefits of interacting in digitally augmented physical spaces., and . Comput. Educ., 43 (1-2): 137-151 (2004)Manifesto for Digital Social Touch in Crisis., , , , , , , , , and 2 other author(s). Frontiers Comput. Sci., (2021)Processing Animation: Integrating Information from Animated Diagrams.. Diagrams, volume 2980 of Lecture Notes in Computer Science, page 360-364. Springer, (2004)Designing for physical-digital correspondence in tangible learning environments., and . IDC, page 194-197. ACM, (2009)