This document summarizes an article on the Block Magic system, which aims to enhance manipulative learning for children aged 3-10 using smart objects. The Block Magic system uses traditional logic blocks enhanced with RFID sensors and an interactive tablet. A trial of the system in schools found that it strongly motivated learning, was enjoyable for children, and effectively taught logical and mathematical skills. Teachers felt it could be integrated into classrooms. The results encouraged further exploration of the Block Magic system's potential.

1. Enhancing Manipulative Learning
with Smart Objects:
The Block Magic Experience
O. Miglino, R. Di Fuccio,
M. Barajas, M. Belafi, C. Partrizia, D.
Dimitrakopoulou, C.Ricci, A. Trifonova, A. Zoakou
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Disclaimer note: This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission. cannot be held responsible for any use which may be made of the information contained therein.

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Overview Article on Block Magic - BM

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During the cognitive development and learning processes the
"concrete" manipulative acts are gradually embedded and
represented in our neurocognitive structures where they are
performed as "simulated" actions (symbolic acts) in a virtual
(mind)
The theoretical approach of the “Embodiment Cognition” has
organized a relevant corpus of experiments, clinical observations,
empirical studies, computational modeling in order to
demonstrate how knowledge is captured in our neurocognitive
structures as an holistic space-based sensory-motor
representation

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The way to understand how the world “works”
Internet of Things & Smart Object

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New Interfaces
Internet of Things & Smart Object

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Subjects
• Mathematics
• Geometry
• Languages
• Geography
Abilities (Soft skills)
• Problem Solving
• Creative thinking
• Cooperative behavior
Manipululative learning environments designed to teach
for children between 3 to 10 years old (also with special needs)

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Strong constrain for a massive utilization
This type of material could be used individually or
in small groups of students (3-4 children maximum)
and requires a constant supervision by an adult
(teacher, parent, educator, etc.)

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integrates
Embodiment Cognition theoretical perspective
Traditional psycho-pedagogical practices (i.e. logical
blocks, teaching tiles, handwriting);
Smart Technologies (i.e. RFID/NFC sensors, augmented
reality systems, intelligent interfaces, etc.);
Adaptive Tutoring Systems in order to support learners
and teachers (or parents) actions.

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Traditional logic blocks enhanced technologically with RFID sensors
4 categories:
a. Color - red, yellow, blue;
b. Shape - square, circle, triangle, rectangle;
c. Thickness - thick, thin
d. Size - small, big.
Wireless sensible board (MagicTablet)
Block Magic software engine.
The “intelligent” software engine receives input from the tablet and
generates an "action". The software is able to personalize the
formative path of the learner based on usage data collected during
exercises, and a usage manual which specifies learning activities and
educational scenarios to be used by the teachers.

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Quick Demonstration

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The goal of Block Magic is to develop:
A new teaching methodology and technology targeting young children
between the ages of 2.5 and 7 who are attending pre-school or the
early years of primary school
An help for young learners to learn autonomously
An learning support for children with special need
An attractive and highly motivating approach to teaching
skills which will be important for learners in later life
An explorative learning, group communication and
group problem solving

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The methodology of Block Magic is based on:
Allowing concrete manipulation;
Causing a cognitive “advancement" by putting the old
knowledge in crisis, something new will be discovered;
Placing a proper distance, i.e. the new knowledge/discovery
should be neither too close nor too far from what is known;
Providing metaphorical meanings, i.e. it should allow
varying and diverse experiences;
Stimulating the relationship between student and the
knowledge.

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The training methodology developed for the project
defines two usage scenarios:
Individual
Game Scenario
Social
Game Scenario

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Teacher Role
in the Individual Scenario
Definition of educational objectives to
be achieved
Preparation of room and setting
Observation of activities and support

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Teacher Role
in the Social Scenario
Definition of educational objectives to be achieved
Preparation of room and setting
Observation of activities and support
Active role: creating obstacle, stimulating, modeating
the session

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The methods, exercises and technologies
developed in this work were tested in a small scale
with selected children and teachers in 4 countries

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The trial
involved
7 different schools,
12 teachers
59 students including
4 children with special needs.
The
researchers
supervised
84 observations
Three main
aspects
analyzed:
usefulness
satisfaction
accessibility

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The trials were made in a room, separate from the classroom where normally the
school activities are performed.
The room provided a large table where the Block Magic kit could be freely placed
and manipulated.
Children and teachers could sit or stand around the table and the observers could
move freely around.
All sessions were attended by a teacher, who was already familiar to the Block
Magic system
Evaluation sessions with children continued between 30 min and 1 hour.
The number of exercises played was also not set in advance.
After the classroom-test, the researchers performed interviews the teachers in
order to figure out the benefits, the problems and the limitations of Magic Block.

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Usefulness The observations showed the motivation to
learn with the teaching tool was strongly
stimulated
The children were excited and learned with fun
using the learning tool.
Difficulty for 3 and 4 years old children play
autonomously because they need further hints
and support by the teacher
The majority of teacher considers that Block
Magic can stimulate especially the logical and
mathematical skills.

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Satisfaction Almost all children liked to learn / play with Block Magic and after the
end of the session they would like to use the teaching tool again
The children were excited and learned with fun using the learning tool.
In the opinion of the teachers they benefit from the integration of Block
Magic into your classroom routines, especially within the individual
training.
Accessibility The results already show the teaching kit is in generally appropriate for
all age-groups of the target groups of children.

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Special
needs
(blindness,
high
mental
diseases)
The children responded very positivly and they
were highly motivated
The teachers recommend substituting the actual
voices with voices of parents of children
Within the tests a first learning curve of the
children solving exercises appeared

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These results achieved in the trial encouraged to
explore the further potentialities of Block Magic in
the next phases.

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For contacts:
www.blockmagic.eu
Prof. Orazio Miglino (Scientific Coordinator) : orazio.miglino@unina.it
Ing. Raffaele Di Fuccio (Project Manager): raffaele.difuccio@istc.cnr.it
The Block Magic project (517936-LLP-1-IT-COMENIUS-CMP) has been funded with support from the European
Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for
any use which may be made of the information contained therein.