Chettaoui, Neila Atia, Ayman Bouhlel, Med Salim Elmohaiman, Dalia Abd Ahmed, Sara 2022-12-292022-12-292022-12https://doi.org/10.1007/s00779-022-01706-9https://bit.ly/3Cc4L2nIntroducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and collaboration. However, the existing literature lacks explor- ing the impacts that physical interaction with a tangible user interface might have on young students’ short-term retention skills and their user experience. This study set out to assess the efectiveness of tangible physical objects in empowering young learners’ short-term retention skills and their usability in an authentic educational context. The experimental study was performed at a primary school with 48 preschool students (aged 4–5) assigned to two groups to evaluate the educational potential of tangible interaction modality compared to a classical Montessori activity relying on non-augmented objects. The analyses were based on students’ responses to post-tests performed after 1 day after the learning session, and the Sys- tem Usability Scale questionnaire conducted in the teacher’s presence. Results indicate the potential of interacting with the Montessori tangible user interface on supporting preschool students’ knowledge building. The usability questionnaire reveals that tangible physical objects are suitable for young learners’ use. It was found that the properties of the tangible interaction modality engaged young learners in the Montessori activity. The study contributes to the educational technology community by providing a better understanding of the potential of using tangible-based interaction modality within the classroom context to support young learners’ understanding, knowledge building, and learning engagement.en-USTangible user interfaces ·Montessori activity ·Short-term retention skills ·Usability ·Young learners ·Quality educationArticlehttps://doi.org/10.1007/s00779-022-01706-9