The paper examines the creation and evaluation of so-called situational informatics tasks based on assembling a program from blocks. blockly technology has enabled us to develop an environment where templates, called ...
详细信息
ISBN:
(纸本)9783031158513;9783031158506
The paper examines the creation and evaluation of so-called situational informatics tasks based on assembling a program from blocks. blockly technology has enabled us to develop an environment where templates, called "worlds", can be created. In these worlds, pupils program a certain sprite to solve a problem emerging in a described situation. We created two such templates - the world of Karel the robot and the world of Film animation, differing both in behavior of sprites and set of commands. Each template was supplied with its own set of tasks, differing in topic, subjectmatter and graphics. As they go through each task, pupils repeatedly run the assembled program, being provided by the system with feedback. That comprises a visual check of how the programmed sprite behaves as well as system-generated notifications reporting whether all the requirements for completing a task have been met. The tasks that were compiled for this purpose were included in the Bebras Challenge. In our paper, we describe each of the templates and look at their didactic background as well as examining findings from the practical use of these tasks in the Challenge and their inclusion in the informatics curriculum. Results show that tasks created for the world of Karel the robot used in the Bebras Challenge are no more difficult than other algorithmic tasks. Moreover, informatics teachers are impressed with these tasks and they find it of upmost importance that the curriculum includes such tasks in order to advance pupils' informatics skills.
While computing skills grow in importance in today's technology-centered society, the learning of these skills still isn't accessible easily for young visually-impaired students: in French schools for example,...
详细信息
ISBN:
(纸本)9783030780944;9783030780951
While computing skills grow in importance in today's technology-centered society, the learning of these skills still isn't accessible easily for young visually-impaired students: in French schools for example, online platforms (like Scratch) are more and more used by teachers, but unfortunately these platforms rely heavily on visual elements. As an inclusive approach would suggest, modifications and adaptations of such platforms would favour collaboration between sighted and visually-impaired users: tangible stimuli are then favoured to compensate for visual elements, while visually-impaired and sighted communities are prompted to use the same tools. Even if tangible solutions are suggested through scientific studies in the accessibility field, a young visually-impaired student still can't use these solutions autonomously: many of these prototypes still require the intervention of a sighted third party. In this article, we describe our solution TaBGO (Tangible blocks Go Online) which consists of enhanced tangible Scratch's blocks and an associated optical recognition software. We then present a planned user study to establish if this solution is usable and easily handled by young visually impaired and sighted students, considering users' feedback about usability, satisfaction and cognitive load.
The multiplication algorithms taught to elementary students are made to help students find answers quickly, but why the algorithm works and how it relates to multiplication is not widely known. For example, one intuit...
详细信息
The multiplication algorithms taught to elementary students are made to help students find answers quickly, but why the algorithm works and how it relates to multiplication is not widely known. For example, one intuitive meaning of multiplication is that of iterated, or, repeated, addition. In this paper, we look at the ways a visual, block-based, programming activity uses the concept of iteration to help second-graders learn multiplication. The results of the study observing second-grade students use visual programming and iteration to setup and solve multiplication story problems. We found that generally students enjoyed these activities and found them helpful during the learning process.
An incremental tide in IoT devices prompts a centralized control system where physical controls such as buttons and knobs can become virtual and centralized via augmented reality: especially headset AR. I conduct a li...
详细信息
ISBN:
(纸本)9783030909635;9783030909628
An incremental tide in IoT devices prompts a centralized control system where physical controls such as buttons and knobs can become virtual and centralized via augmented reality: especially headset AR. I conduct a literature mapping to identify gaps and create a front-end based virtual control panel API tool to allow programmers and end-users to rapidly create headset augmented reality-based virtual control systems for physical devices. I probe on how an artificial intelligence back-end aids in such a system in terms of panel creation and automation as well as panel usage and control scenarios. I delve into use cases of the virtual control panel API including mass usage and specialized scenarios. Furthermore, I specify the guidelines for a requirements elicitation study for such a system along with potential points of derivation. Next, I probe into implications and limitations of such a system in terms of artificial intelligence, usage, and precision. My work has implications for programmers and users of a virtual control system backed by artificial intelligence for the purpose of controlling physical IoT devices in mass usage as well as in specialized scenarios.
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teache...
详细信息
Purpose The purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different ...
详细信息
Purpose The purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different programming tools. Design/methodology/approach The approach of a case study was used, with data collected from three instances of a professional development programming course for K-12 teachers in mathematics and technology. Findings The findings show that there are perceived challenges and opportunities with learning and integrating programming, and with different programming tools. Many teachers perceive programming as fun, but lack the time to learn and implement it, and view different programming tools as both complementary to each other and with individual opportunities and challenges. Practical implications The practical implication of the research is that it can provide guidance for teachers and other stakeholders that are in the process of integrating programming in K-12 education. Further, the research provides useful information on teachers' experiences on working with different programming tools. Social implications The social implication of the research is that the overall aim of the nation-wide integration process might not succeed if the challenges identified in this study are not addressed, which could have negative effects on the development of students' digital competence. Originality/value The value of the research is that it identifies important challenges and opportunities for the integration of programming. That is, that many teachers perceive the different programming tools available as complimentary to each other, but are hesitating about what is expected of the integration. Findings could also be valuable for future course design of the teacher professional development.
In this paper we present a novel approach to programme Kaspar, a 22 DOF humanoid robot used for robot-assisted therapy with children with Autism Spectrum Disorder (ASD). The original software used to programme Kaspar ...
详细信息
ISBN:
(纸本)9783030269456;9783030269449
In this paper we present a novel approach to programme Kaspar, a 22 DOF humanoid robot used for robot-assisted therapy with children with Autism Spectrum Disorder (ASD). The original software used to programme Kaspar was developed to primarily be used in research. However, Kaspar is now used increasingly in other environments, operated by non-roboticists. While Kaspar has a user-friendly interface to be operated by non-programmers, new games or behaviours were mainly created by the research team;thus, we needed to develop an interface that would allow non-roboticists to programme Kaspar. As a solution, we used the Scratch programming language. We tested the Scratch interface with over 170 school children aged 7 to 10, who had the chance to programme Kaspar and give their feedback. In general terms, Scratch was thought to be a fun, useful and easy way to programme Kaspar, and the majority of the children were willing to use it again.
In this paper, we aim to show strategies for improving graph interpretation skills at middle and high school students using OZOBOT® BIT, a small and relatively low-cost programmable robot which had been used to t...
详细信息
Experimental teaching is essential for a good understanding of science, especially on Physics. Practical activities play an important role for engaging students with science, mainly when they interact directly with eq...
详细信息
As part of the 3D printing summer course for undergrads in our university, students were introduced to Autodesk Tinkercad as a design tool for creating and editing 3D models. After a brief period of familiarization wi...
详细信息
ISBN:
(纸本)9781728148496
As part of the 3D printing summer course for undergrads in our university, students were introduced to Autodesk Tinkercad as a design tool for creating and editing 3D models. After a brief period of familiarization with Tinkercad, we presented students with Codeblocks, a tool integrated with Tinkercad that enables the creation of 3D models through programming under the blocks model. To our surprise, students started creating complex and lengthy programs to produce original printable 3D objects. We decided to investigate this level of engagement using a questionnaire to collect opinions and experiences from students and a set of metrics to categorize their programming work. The results obtained are presented in this paper along with our conjectures on the causes of the enthusiasm observed with Codeblocks. Three factors seem to have been key in this case: diversity in the composition of the student group, availability of 3D printers to materialize designs, and a relaxed environment where test and failure were common and acceptable.
暂无评论