{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T04:44:03Z","timestamp":1776055443201,"version":"3.50.1"},"publisher-location":"New York, NY, USA","reference-count":33,"publisher":"ACM","content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2026,4,13]]},"DOI":"10.1145\/3772363.3798442","type":"proceedings-article","created":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T01:55:28Z","timestamp":1776045328000},"page":"1-6","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Reframing Ambiguity as Discovery: Non-Punitive Feedback in Tangible Vocabulary Learning"],"prefix":"10.1145","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3824-2801","authenticated-orcid":false,"given":"Siying","family":"Hu","sequence":"first","affiliation":[{"name":"The University of Queensland, Brisbane, Queensland, Australia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3370-1431","authenticated-orcid":false,"given":"Jian","family":"Ma","sequence":"additional","affiliation":[{"name":"City University of Hong Kong, Hong Kong SAR, Hong Kong"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-2457-7985","authenticated-orcid":false,"given":"Xiangzhe","family":"Yuan","sequence":"additional","affiliation":[{"name":"University of Iowa, Iowa City, Iowa, USA"}]},{"ORCID":"https:\/\/orcid.org\/0009-0004-2584-889X","authenticated-orcid":false,"given":"Jiajun","family":"Wang","sequence":"additional","affiliation":[{"name":"University of New South Wales, Sydney, New South Wales, Australia"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-9242-9618","authenticated-orcid":false,"given":"Zhenhao","family":"Zhang","sequence":"additional","affiliation":[{"name":"City University of Hong Kong, Hong Kong SAR, Hong Kong"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-4413-9944","authenticated-orcid":false,"given":"Emma Jiren","family":"Wang","sequence":"additional","affiliation":[{"name":"Virginia Tech, Blacksburg, Virginia, USA"}]}],"member":"320","published-online":{"date-parts":[[2026,4,13]]},"reference":[{"key":"e_1_3_3_2_2_2","unstructured":"Elizabeth Bjork and Robert Bjork. 2011. Making things hard on yourself but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society (01 2011) 56\u201364."},{"key":"e_1_3_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.7551\/mitpress\/4561.003.0011"},{"key":"e_1_3_3_2_4_2","first-page":"213","volume-title":"Routledge handbook of qualitative research in sport and exercise","author":"Braun Virginia","year":"2016","unstructured":"Virginia Braun, Victoria Clarke, and Paul Weate. 2016. Using thematic analysis in sport and exercise research. In Routledge handbook of qualitative research in sport and exercise. Routledge, 213\u2013227."},{"key":"e_1_3_3_2_5_2","doi-asserted-by":"crossref","unstructured":"Paul Chandler and John Sweller. 1992. The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology 62 2 (1992) 233\u2013246.","DOI":"10.1111\/j.2044-8279.1992.tb01017.x"},{"key":"e_1_3_3_2_6_2","doi-asserted-by":"publisher","unstructured":"Linnea\u00a0C. Ehri Terezinha Nunes Dale\u00a0M. Willows Barbara\u00a0V. Schuster Zohreh Yaghoub-Zadeh and Timothy Shanahan. 2001. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel\u2019s meta-analysis. Reading Research Quarterly 36 3 (2001) 250\u2013287. 10.1598\/RRQ.36.3.2","DOI":"10.1598\/RRQ.36.3.2"},{"key":"e_1_3_3_2_7_2","doi-asserted-by":"publisher","unstructured":"Pierluigi Faella Simone Digennaro and Alice Iannaccone. 2025. Educational practices in motion: a scoping review of embodied learning approaches in school. Frontiers in Education 10 (2025). 10.3389\/feduc.2025.1568744","DOI":"10.3389\/feduc.2025.1568744"},{"key":"e_1_3_3_2_8_2","doi-asserted-by":"publisher","DOI":"10.1145\/642611.642653"},{"key":"e_1_3_3_2_9_2","doi-asserted-by":"publisher","DOI":"10.1145\/2317956.2318016"},{"key":"e_1_3_3_2_10_2","doi-asserted-by":"crossref","unstructured":"Stephen Grossberg. 1982. Processing of expected and unexpected events during conditioning and attention: a psychophysiological theory. Psychological review 89 5 (1982) 529.","DOI":"10.1037\/0033-295X.89.5.529"},{"key":"e_1_3_3_2_11_2","doi-asserted-by":"publisher","unstructured":"Kathy Hirsh-Pasek Jennifer\u00a0M. Zosh Roberta\u00a0Michnick Golinkoff James\u00a0H. Gray Michael\u00a0B. Robb and Jordy Kaufman. 2015. Putting education in \u201ceducational\u201d apps: Lessons from the science of learning. Psychological Science in the Public Interest 16 1 (2015) 3\u201334. 10.1177\/1529100615569721","DOI":"10.1177\/1529100615569721"},{"key":"e_1_3_3_2_12_2","doi-asserted-by":"publisher","DOI":"10.1145\/1240866.1240933"},{"key":"e_1_3_3_2_13_2","doi-asserted-by":"crossref","unstructured":"Kirsten\u00a0M Hummel. 2010. Translation and short-term L2 vocabulary retention: Hindrance or help? Language teaching research 14 1 (2010) 61\u201374.","DOI":"10.1177\/1362168809346497"},{"key":"e_1_3_3_2_14_2","doi-asserted-by":"publisher","unstructured":"Manu Kapur. 2008. Productive Failure. Cognition and Instruction 26 3 (2008) 379\u2013424. 10.1080\/07370000802212669","DOI":"10.1080\/07370000802212669"},{"key":"e_1_3_3_2_15_2","doi-asserted-by":"publisher","unstructured":"Manu Kapur. 2016. Examining Productive Failure Productive Success Unproductive Failure and Unproductive Success in Learning. Educational Psychologist 51 2 (2016) 289\u2013299. 10.1080\/00461520.2016.1155457","DOI":"10.1080\/00461520.2016.1155457"},{"key":"e_1_3_3_2_16_2","first-page":"190","volume-title":"Productive Failure","author":"Kapur Manu","year":"2023","unstructured":"Manu Kapur and Ido Roll. 2023. Productive Failure. 190\u2013199."},{"key":"e_1_3_3_2_17_2","doi-asserted-by":"crossref","unstructured":"Victoria\u00a0E Kress Matthew\u00a0J Paylo Nicole\u00a0A Adamson and Eric Baltrinic. 2014. Teaching diagnosis in context: Guided imagery as a contextually sensitive pedagogical technique. Journal of Creativity in Mental Health 9 2 (2014) 275\u2013291.","DOI":"10.1080\/15401383.2013.854190"},{"key":"e_1_3_3_2_18_2","doi-asserted-by":"publisher","unstructured":"Alexandre L\u00e9tourneau Martine Deslandes\u00a0Martineau Patrick Charland et\u00a0al. 2025. A Systematic Review of AI-Driven Intelligent Tutoring Systems (ITS) in K\u201312 Education. npj Science of Learning 10 (2025) 29. 10.1038\/s41539-025-00320-7","DOI":"10.1038\/s41539-025-00320-7"},{"key":"e_1_3_3_2_19_2","doi-asserted-by":"publisher","DOI":"10.1109\/ACCESS.2024.3393486"},{"key":"e_1_3_3_2_20_2","doi-asserted-by":"publisher","unstructured":"Christopher\u00a0J. Lonigan Stephen\u00a0R. Burgess and Jason\u00a0L. Anthony. 2000. Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology 36 5 (2000) 596\u2013613. 10.1037\/0012-1649.36.5.596","DOI":"10.1037\/0012-1649.36.5.596"},{"key":"e_1_3_3_2_21_2","doi-asserted-by":"publisher","unstructured":"Tom\u00e1s Matos Walter Santos Eftim Zdravevski Paulo\u00a0Jorge Coelho Ivan\u00a0Miguel Pires and Filipe Madeira. 2025. A Systematic Review of Artificial Intelligence Applications in Education: Emerging Trends and Challenges. Decision Analytics Journal 15 (2025) 100571. 10.1016\/j.dajour.2025.100571","DOI":"10.1016\/j.dajour.2025.100571"},{"key":"e_1_3_3_2_22_2","doi-asserted-by":"publisher","unstructured":"Duygu Mutlu-Bayraktar Pinar Ozel Fatih Altindis and Bulent Yilmaz. 2022. Split-attention effects in multimedia learning environments: eye-tracking and EEG analysis. Multimedia Tools Appl. 81 6 (March 2022) 8259\u20138282. 10.1007\/s11042-022-12296-2","DOI":"10.1007\/s11042-022-12296-2"},{"key":"e_1_3_3_2_23_2","doi-asserted-by":"publisher","DOI":"10.1145\/3116595.3116616"},{"key":"e_1_3_3_2_24_2","volume-title":"Mindstorms: Children, Computers, and Powerful Ideas","author":"Papert Seymour","year":"1980","unstructured":"Seymour Papert. 1980. Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York."},{"key":"e_1_3_3_2_25_2","doi-asserted-by":"publisher","DOI":"10.1145\/2858036.2858097"},{"key":"e_1_3_3_2_26_2","doi-asserted-by":"publisher","DOI":"10.1145\/3206505.3206510"},{"key":"e_1_3_3_2_27_2","doi-asserted-by":"crossref","unstructured":"Noah\u00a0L Schroeder and Ada\u00a0T Cenkci. 2018. Spatial contiguity and spatial split-attention effects in multimedia learning environments: A meta-analysis. Educational Psychology Review 30 3 (2018) 679\u2013701.","DOI":"10.1007\/s10648-018-9435-9"},{"key":"e_1_3_3_2_28_2","doi-asserted-by":"publisher","unstructured":"Norman Slamecka and Peter Graf. 1978. The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory 4 (11 1978) 592\u2013604. 10.1037\/0278-7393.4.6.592","DOI":"10.1037\/0278-7393.4.6.592"},{"key":"e_1_3_3_2_29_2","doi-asserted-by":"crossref","unstructured":"John Sweller. 1994. Cognitive load theory learning difficulty and instructional design. Learning and instruction 4 4 (1994) 295\u2013312.","DOI":"10.1016\/0959-4752(94)90003-5"},{"key":"e_1_3_3_2_30_2","doi-asserted-by":"crossref","unstructured":"John Sweller. 2020. Cognitive load theory and educational technology. Educational technology research and development 68 1 (2020) 1\u201316.","DOI":"10.1007\/s11423-019-09701-3"},{"key":"e_1_3_3_2_31_2","doi-asserted-by":"publisher","DOI":"10.1145\/3078072.3079720"},{"key":"e_1_3_3_2_32_2","doi-asserted-by":"crossref","unstructured":"Maria Tulis Gabriele Steuer and Markus Dresel. 2016. Learning from errors: A model of individual processes. Frontline Learning Research 4 2 (2016) 12\u201326.","DOI":"10.14786\/flr.v4i2.168"},{"key":"e_1_3_3_2_33_2","doi-asserted-by":"publisher","unstructured":"Adriana Weisleder and Anne Fernald. 2013. Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science 24 11 (2013) 2143\u20132152. 10.1177\/0956797613488145","DOI":"10.1177\/0956797613488145"},{"key":"e_1_3_3_2_34_2","doi-asserted-by":"publisher","DOI":"10.1145\/3643834.3661608"}],"event":{"name":"CHI EA '26: Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems","location":"Barcelona , Spain","acronym":"CHI EA '26","sponsor":["SIGCHI ACM Special Interest Group on Computer-Human Interaction"]},"container-title":["Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3772363.3798442","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T03:53:57Z","timestamp":1776052437000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3772363.3798442"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,4,13]]},"references-count":33,"alternative-id":["10.1145\/3772363.3798442","10.1145\/3772363"],"URL":"https:\/\/doi.org\/10.1145\/3772363.3798442","relation":{},"subject":[],"published":{"date-parts":[[2026,4,13]]},"assertion":[{"value":"2026-04-13","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}