Designers who create computer-based learning experiences for places like museums, out-of-school programs, and homes face a number of challenges related to the informal nature of such settings. Designs must generally function on their own without the support of teachers or curriculum while at the same time engaging a diverse audience, supporting productive social interaction, and activating appropriate prior knowledge and skills. In this article, I present an approach to the design of informal learning experiences based on tangible interaction. The term tangible refers to a variety of human–computer interaction techniques that move beyond computer screens and create opportunities for people to interact with digital systems using their bodies and physical artifacts. I argue that tangible interaction creates unique opportunities for designers to shape objects and situations to evoke cultural forms of literacy, learning, and play. In particular, I propose a class of cultural forms called cueing forms that can invite participation into patterned social activity while cueing cognitive, physical, and emotional resources on the part of individuals. To illustrate these arguments, I describe 3 design cases that colleagues and I have created to support learning in museums and homes.

在博物馆，校外课程和房屋等场所创建基于计算机的学习体验的设计师面临着与此类环境的非正式性质相关的许多挑战。设计通常必须在没有老师或课程支持的情况下自行发挥作用，同时吸引不同的受众，支持富有成效的社交互动，并激活适当的现有知识和技能。在本文中，我提出了一种基于切实互动来设计非正式学习经历的方法。术语有形指的是多种人机交互技术，它们超越了计算机屏幕，并为人们创造了利用其身体和物理制品与数字系统进行交互的机会。我认为，切实的互动为设计师创造了独特的机会来塑造物体和情境，从而唤起文化素养，学习和娱乐的形式。特别是，我提出了一类称为提示形式的文化形式，它可以邀请人们参与有规律的社交活动，同时提示个人的认知，身体和情感资源。为了说明这些论点，我描述了我和同事创建的3个设计案例，以支持在博物馆和房屋中的学习。