International Journal of Electrical and Computer Engineering (IJECE) Vol. 11, No. 4, August 2021, pp. 3381~3392 ISSN: 2088-8708, DOI: 10.11591/ijece.v11i4.pp3381-3392  3381 Journal homepage: http://ijece.iaescore.com Tangible user interface design for learners with different multiple intelligence Salintip Sudsanguan 1 , Sakchai Tangwannawit 2 , Thippaya Chintakovid 3 1,2 Faculty of Information Technology and Digital Innovation, King Mongkut’s University of Technology North Bangkok, Thailand 3 Faculty of Arts and Information Landscape Research Unit, Chulalongkorn University, Thailand Article Info ABSTRACT Article history: Received Sep 11, 2020 Revised Dec 18, 2020 Accepted Jan 19, 2021 The creation of learning activities responsive to learners with different basic skills has been limited due to a classroom environment and applied technologies. The goals of this research were to develop Tang-MI, a game with a tangible user interface supporting primary school learners’ analytical skills based on the theory of multiple intelligences (MI), and to present design guidelines for a tangible user interface suitable for learners in different MI groups. In this research, the Tangible user interface for multiple intelligence (Tang-MI) was tested with thirty students initially evaluated for their multiple intelligences. The learners’ usage behavior was observed and recorded while the students performed the assigned tasks. The behavioral data were analyzed and grouped into behaviors occurring before performing the tasks, during the tasks, and after completing the tasks. Based on the learners’ usage behavior, the tangible user interface design guidelines for learners in different MI groups were proposed concerning physical equipment design, question design, interactive program design, audio design, and animated visual feedback design. These guidelines would help educators build learning games that respond to the learners’ intelligence styles and enhance students’ motivation to learn. Keywords: Analytical skill Human computer interaction Multiple intelligences Primary school learner Tangible user interface This is an open access article under the CC BY-SA license. Corresponding Author: Salintip Sudsanguan Faculty of Information Technology and Digital Innovation King Mongkut’s University of Technology North Bangkok 1518 Pracharat 1 Road, Wongsawang, Bangsue, Bangkok 10800, Thailand Email: s5807011910071@email.kmutnb.ac.th 1. INTRODUCTION Prior research works have shown that the education sector has focused on a development of learning models responsive to learners’ characteristics. Group activities were developed to increase learners’ learning achievement [1]. Educational outcomes were studied after improving teaching methods by taking into account learners' educational background [2]. Learning models were designed to match learners’aptitude [3]. Technology was used in teaching and learning activities to help cultivate learning motivation in students . The use of technology also helped strengthen students ’ knowledge by engaging in hands-on practice. The theory of multiple intelligences (MI) [4] is a well-known theory supporting the notion that each learner has different learning abilities . MI studies differences in human intellect and classifies them into nine intelligence groups [5]. It helps learners to understand their learning skills by recognizing their competencies. The theory has been applied to various aspects of education, especially primary education, for example, an improvement of learners' deficient skills and a development of learning support for learners