Interaction with Tern relies on the user's innate Naive Physics understanding and Environmental Awareness Skills. User's understand that, to use the system, they need to pick up puzzle pieces and place them on a surface. They also understand that puzzle pieces fit together -- i.e. they cannot occupy the same spot and should not be placed on top of one another. User's also understand that their program will not be complete until the puzzle is complete.
User's understand that to create something, they must manipulate the pieces (BAS). Also, they understand that changing an element of Tern will affect the outcome of the program.
Social Awareness Skills are imployed as teams collaborate to create a cohesive program. It is natural for user's to gather around a Tern program and to relate to one another. Also, the fact that multiple teams can display their results at the same time employes SAS.
The beauty of Tern is that it leverages the natural understanding of students to put puzzle pieces togehter (NP) and to collaborate in create something functional/piece of art (SAS). The manipulation of the pieces comes naturally because of their shape (BAS).
Tern Specification Using the TAC Paradigm
| TAC # | Token | Constraint | Variable | Action | Observed Feedback |
| 1 | Puzzle Piece | Puzzle Pieces Work Surface Scanner | Puzzle Piece | Add/Remove | Add/Remove puzzle piece from the work surface Add/Remove command from the program |
| 2 | Scanner | Scanner | Scanner | Utilize | Scan and compile program |
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