RESUMO
The goal of this study was to understand the effect of using an interactive drawing stylus incorporating tangible user interface concepts on color cognition, drawing behaviors, and drawing outcomes among students in the dawning realism stage. 27 fourth-grade students were invited to participate in a three-week drawing experiment involving drawing exercises and formal drawing experiments first with a typical stylus and then with an interactive drawing stylus. Color cognition tests were administered before and after using the interactive drawing stylus. The study found that the color cognition test results before and after using the interactive drawing stylus indicated that students developed a broader range of associations between hue and tone with the mentioned objects and were better able to consider variations in color tone. Besides, students in the dawning realism stage engaged in more frequent interactions with physical objects when manipulating the interactive drawing stylus to capture object colors. These interactions resulted in more opportunities for observing and comparing the differences between the actual object color and the captured color, which enabled them to develop further insight about abstract color concepts.