Analyzing Children's Hand Actions using Tangible User Interfaces

We present the theory and mixed methods approach for analyzing how children’s hands can help them think during interaction. The methodology was developed for a study comparing indirect with direct input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities when comparing mouse input with the multiaccess, bimanual input, we develop a series of relative measures based on our classification scheme. This methodology is applicable to a range of computationally augmented activities involving object manipulation.