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15th International Conference on Informatics in Schools - Situation, Evolution, and Perspectives (ISSEP)

作者： Vanicek, Jiri Simandl, Vaclav Dobias, Vaclav Univ South Bohemia Ceske Budejovice Czech Republic

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.

关键词： Computational thinking Algorithmization block programming Primary school Secondary school Bebras Challenge

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TabGO: Towards Accessible Computer Science in Secondary School 15th

TabGO: Towards Accessible Computer Science in Secondary Scho...

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15th International Conference on Universal Access in Human-Computer Interaction (UAHCI) part of the 25th International Conference on Human-Computer Interaction (HCI)

作者： Andriamahery-Ranjalahy, Ken H. Berquez, Lea Jessel, Nadine Truillet, Philippe Univ Toulouse II Jean Jaures LLA CREATIS Musicol Dept Toulouse France Univ Toulouse III Paul Sabatier IRIT CS Dept Toulouse France Univ Toulouse II Jean Jaures IRIT INSPE Toulouse France

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.

关键词： Algorithmic Accessibility block programming Tangible objects Optical recognition

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A Computer programming Intervention for Second Grade Math Students

A Computer Programming Intervention for Second Grade Math St...

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作者： Bagley, Eric B. Utah State University

学位级别：M.S.

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.

关键词： block programming Coding Education Elementary education Graphical programming Visual programming

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Virtual Control Panel API: An Artificial Intelligence Driven Directive to Allow Programmers and Users to Create Customizable, Modular, and Virtual Control Panels and Systems to Control IoT Devices via Augmented Reality 23rd

Virtual Control Panel API: An Artificial Intelligence Driven...

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23rd International Conference on Human-Computer Interaction (HCII)

作者： Chopra, Shreya Univ Calgary Calgary AB T2N 1N4 Canada

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.

关键词： Virtual control panel User centered design Application programming interface API Artificial Intelligence Machine learning User experience design Augmented reality Virtual reality Control panel Control system block programming Requirements elicitation Customization Internet of Things Consumer and industrial application domains Ethical and trustworthy AI Generative UX/UI design Human-centered AI

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A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking

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Journal of Digital Learning in Teacher Education 2020年第1期36卷 32-45页

作者： Zha, Shenghua Jin, Yi Moore, Pamela Gaston, Joe Department of Counseling and Instructional Sciences College of Education and Professional Studies University of South Alabama Mobile 36688 AL United States Department of Instructional Technology Kennesaw State University Kennesaw 30144 GA United States

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 teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. Our qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, we provided suggestions for future research and practice for teaching computational thinking in teacher education. © 2019, © 2019 ISTE.

关键词： block programming Computational thinking gender physical computing teacher education

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Remaking and reinforcing mathematics and technology with programming - teacher perceptions of challenges, opportunities and tools in K-12 settings

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INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY 2020年第5期37卷 309-321页

作者： Humble, Niklas Mozelius, Peter Sallvin, Lisa Mid Sweden Univ Dept Comp & Syst Sci Ostersund Sweden Mid Sweden Univ Dept Informat Syst & Technol Sundsvall Sweden

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.

关键词： Teacher professional development programming Textual programming block programming Unplugged programming K-12

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programming a Humanoid Robot with the Scratch Language 10th

Programming a Humanoid Robot with the Scratch Language

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10th International Conference on Robotics in Education (RiE)

作者： Moros, Silvia Wood, Luke Robins, Ben Dautenhahn, Kerstin Castro-Gonzalez, Alvaro Univ Hertfordshire Sch Comp Sci Hatfield AL9 10AB Herts England Univ Carlos III Ingn Sistemas & Automat 29811 Leganes Madrid Spain

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.

关键词： BabyRobot project Scratch Human-robot interaction UI User Interface block programming

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Teaching kinematics with OZOBOT: A proposal to help improve student's graph interpretation skills

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Physics Education 2020年第5期55卷 1-6页

作者： Balaton, M.C. Da Silva, L.F. Carvalho, P.S. Unidade de Ensino das Ciências Faculdade de Ciências da Universidade Do Porto Porto Portugal Instituto Federal Goiano Campus Trindade Brazil Instituto de Física Materiais Avancądos Nanotecnologia e Fotónica da Universidade Do Porto Porto Portugal Departamento de Física e Astronomia Faculdade de Ciências da Universidade Do Porto Porto Portugal

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 teach programming to young children. OZOBOT's speed can be controlled by drawing lines with colour codes, as well as through a visual block programming system. We show how to take advantage of these features of the robot by recording appropriate motions that students can explore by video analysis, manipulating data, characterizing the motion and associating graphs to predictions of physical models. © 2020 IOP Publishing Ltd.

关键词： block programming Kinematics Ozobot Position and speed graphics Robot programming Stem

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programming Ozobots for teaching astronomy

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Physics Education 2021年第4期56卷 045018页

作者： Balaton, Mariana Cavadas, Jorge Simeao Carvalho, Paulo Lima, J.J.G. Faculty of Sciences University of Porto (FCUP) Rua do Campo Alegre s/n Porto 4169-007 Portugal Institute of Physics for Advanced Materials Nanotechnology and Photonics (IFIMUP) Rua do Campo Alegre 687 Porto 4169-007 Portugal Teaching Sciences Unit Faculty of Sciences University of Porto Rua do Campo Alegre 687 Porto 4169-007 Portugal Department of Physics and Astronomy Faculty of Sciences University of Porto Rua do Campo Alegre 687 Porto 4169-007 Portugal Institute of Astrophysics and Space Sciences University of Porto (CAUP) Rua das Estrelas Porto 4150-762 Portugal

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 equipment, collect experimental data with computers and/or use interactive software for data analysis. In this work, we present the use of low-cost mini-robots as an 'object-to-think-with' for teaching and learning with technology. The activity concerns programming the robots to make them run in circular paths, record videos of their trajectories and analyse them with Tracker Software, to boost the study of Astronomy contents. This kind of practical activity develops multiple skills in students and is usually very well accepted because it involves robots, programming, manipulating technology and for raising topics that are difficult to understand in real-life observations, making them cognitively accessible to the vast majority of students. In this practical activity, students are asked to create the robot programming code and make a video recording (with a smartphone) of the robots' trajectories, mediated by the teacher, who assists in the construction of the experimental activity and analysis of the data obtained. The results will allow students to understand Kepler's laws of planetary motion and why some planets seem to have an apparent retrograde motion as seen from the Earth, a problem that arose in IV BC and was only officially solved by the Copernicus heliocentric model, published in 1543, the year of his death. © 2021 IOP Publishing Ltd.

关键词： apparent retrograde motion astronomy block programming Kepler's laws kinematics robots in science

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Tinkercad and Codeblocks in a Summer Course: an Attempt to Explain Observed Engagement and Enthusiasm 3

Tinkercad and Codeblocks in a Summer Course: an Attempt to E...

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IEEE blocks and Beyond Workshop (B&B)

作者： Morales Diaz, Leonel Morales Hernandez, Carlos Viau Ortiz, Alex Sanely Gaytan-Lugo, Laura Univ Francisco Marroquin Sch Econ Guatemala City Guatemala Univ Colima Sch Mech & Elect Engn Colima Mexico

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.

关键词： block programming 3D printing 3D design computational thinking

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