The perceptual benefits of a tangible interface decrease with users' expertise

In this paper, I describe an empirical study where I investigated the way users learn new concepts using a Tangible User Interface (TUI). In this study, 27 pairs of apprentices in logistics (N=54) interacted with an interactive simulation of a warehouse. Their task was to memorize, analyze and optimize several warehouses' layouts. In one condition, half of the participants used physical, 3D shelves; in another condition, shelves were represented by 2D paper rectangles. This manipulation allowed me to control for the "representational effect" of 3D tangibles: the first group saw the warehouse as a small-scale model with realistic shelves, while the second group had access to a more abstract view with rectangular pieces of paper. I found that participants who used 3D shelves better memorized a warehouse layout, built a more efficient model, and scored higher on a learning test. Interestingly, these effects decreased with students' expertise: third-year students (compared to first-years and second-years) performed as well and learnt as much in both conditions.