<p>Based on an observational study of astronomy education using a tangible earth system, this paper aims to elicit implications for effective learning procedure for tangible learning environments. By analyzing the experiment based on "embodied design" concept, we found that, when appropriate instruction is not provided, intuitive operability of tangible user interface at times rather disturbs learners' thinking opportunities. We also found that by properly limiting the information to show learners, the system can make learners be more conscious of the meaning of manipulating tangible objects and result in better understanding of the learning content.</p>