The multi-step activity proved usable, fostered workplace connections, and engaged teacher and students¶
Claim · All claims
Evidence · 1 study (2 entries) · designr2·q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Despite its many steps, the activity proved usable and fostered many connections to the workplace. → Cuendet 2015
q2 i? The teacher and the students were positive and showed high engagement in the activity. → Cuendet 2015 (2)
Evidence¶
Cuendet 2015¶
Cuendet, S., Dehler Zufferey, J., Ortoleva, G., & Dillenbourg, P. (2015). An integrated way of using a tangible user interface in a classroom. International Journal of Computer-Supported Collaborative Learning, 10(2), 183–208. https://doi.org/10.1007/s11412-015-9213-3
q2 · i? · design · r2
Classroom study of the new activity with 3 classes of carpenter apprentices. The article reports the activity "proved usable and fostered many connections to the workplace"; no effect sizes are printed.
"Despite its many steps, the activity proved usable and fostered many connections to the workplace, which was one of its main purposes."
Cuendet 2015 (2)¶
Cuendet, S., Dehler Zufferey, J., Ortoleva, G., & Dillenbourg, P. (2015). An integrated way of using a tangible user interface in a classroom. International Journal of Computer-Supported Collaborative Learning, 10(2), 183–208. https://doi.org/10.1007/s11412-015-9213-3
q2 · i? · design · r2
Reported teacher and student reactions in the same classroom study: participants "were positive and showed high engagement in the activity." No quantitative engagement measure or statistic is printed.
"The teacher and the students were positive and showed high engagement in the activity."
Discussion¶
Related Claims¶
- Students' performance improved from day 1 to day 2 of the TapaCarp activity
- In Quebec's Remote Networked School initiative, teacher collaborative design proved to be relevant, feasible, and sustainable despite systemic limits — related
- Ten Steps design of a workplace PD program is time and resource-intensive, spanning nearly two years for a five-month program — related
- The tangible nature of TapaCarp helped integrate it in the classroom environment — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tapacarp-activity-usable-workplace-engagement |
title |
The multi-step activity proved usable, fostered workplace connections, and engaged teacher and students |
description |
The multi-step activity proved usable, fostered workplace connections, and engaged teacher and students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — cuendet-2015, cuendet-2015-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.