This paper presents a systematic review of the literature on Tangible User Interfaces (TUIs) and interactions in young children’s education by identifying 155 studies published between 2001 and 2019. The review was based on a set of clear research questions addressing application domains, forms of tangible objects, TUI design and assessment. The results indicate that (i) the form of tangible object is closely related to the application domain, (ii) the manipulatives are the most dominant form of tangible object, (iii) the majority of studies addressed all three stages of TUI development (design, implementation and evaluation) and declared a small sample of young children as a major shortcoming, and (iv) additional empirical research is required to collect evidence that TUIs are truly beneficial for children’s acquisition of knowledge. This review also identifies gaps in the current work, thus providing suggestions for future research in TUIs application in educational context expected to be beneficial for researchers, curriculum designers and practitioners in early years’ education. To the authors’ knowledge, this is the first systematic review specific to TUIs’ studies in early years’ education and is an asset to the scientific community.

本文通过确定2001年至2019年之间发表的155项研究，对有形用户界面（TUI）和交互作用在幼儿教育方面的文献进行了系统的综述。该综述基于一组针对应用领域，有形形式的明确研究问题对象，TUI设计和评估。结果表明（i）有形对象的形式与应用领域密切相关;（ii）操纵是有形对象的最主要形式;（iii）大多数研究涉及TUI开发的所有三个阶段（设计，实施和评估），并宣布将一小部分儿童作为主要缺点，并且（iv）需要进行额外的经验研究，以收集TUI确实对儿童获取知识有益的证据。这篇综述还指出了当前工作中的差距，从而为将来在教育背景下应用TUI的研究提供了建议，有望对早期教育中的研究人员，课程设计者和从业人员有所帮助。据作者所知，这是针对TUI在早期教育中的研究的第一个系统综述，是科学界的资产。