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IEEE blocks and Beyond Workshop (B&B)

作者： Fraser, Neil Google Mountain View CA 94043 USA

Over the last four years the blockly team has learned many lessons which are applicable to block-based programming in general. The following are a collection of ten mistakes we have made, or mistakes commonly made by ... 详细信息

ISBN: (纸本)9781467383677

关键词： block programming UX usability user interface

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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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Online Community Members as Mentors for Novice Programmers Position Statement

Online Community Members as Mentors for Novice Programmers P...

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IEEE blocks and Beyond Workshop (B&B)

作者： Ichinco, Michelle Kelleher, Caitlin Washington Univ Dept Comp Sci & Engn St Louis MO 63130 USA

ISBN: (纸本)9781467383677

While online communities exist surrounding blocks programming environments, they do not support the type of feedback a novice programmer might receive in a classroom setting. We propose a feedback system in which experienced programmers author feedback and programmatic rules to distribute feedback to novice programmers. Finally, we outline three main considerations for designing systems for online community feedback for novice programmers: community members, the format of the feedback, and how the feedback is distributed at a large scale.

关键词： novice programming online communities block programming

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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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Bebras Tasks Based on Assembling programming Code 15th

Bebras Tasks Based on Assembling Programming Code

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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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Second-grade Students' Use of Visual programming to Learn Multiplication: Leveraging the Concept of Iteration 22

Second-grade Students' Use of Visual Programming to Learn Mu...

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24th Australasian Computing Education Conference (ACE)

作者： Bagley, Eric Edwards, John Shumway, Jessica Utah State Univ Logan UT 84322 USA

ISBN: (纸本)9781450396431

The multiplication algorithms that we teach elementary students are designed to be efficient, but the conceptual understanding of these algorithms is usually hidden behind this efficiency. For example, one intuitive meaning of multiplication is that of iterated addition. In this paper, we investigate the ways a visual programming activity leverages the concept of iteration to learn multiplication. We report results of a mixed-methods study on second-grade students' use of visual programming and iteration to set up and solve multiplication story problems. We found qualitative evidence that participants gained improved intuition of multiplication as repeated addition and that they made important connections between the programming blocks and multiplication story problems.

关键词： education visual programming graphical programming block programming coding elementary education mathematics teaching multiplication iteration blockly

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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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On the Role of Unplugged programming in K-12 Education 18

On the Role of Unplugged Programming in K-12 Education

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18th European Conference on e-Learning (ECEL)

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

ISBN: (纸本)9781912764419

The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and technology with an implementation during 2018 and 2019. The time frame has been narrowly defined, but there are few directives considering which types of programming that should be used. Three main programming types are textual programming, block programming and unplugged programming, this study has a focus on unplugged programming. The research question to answer was: Which are K-12 teachers attitudes on the role of unplugged programming in education? The research study has been a qualitative cross-sectional study with the aim to collect teachers' attitudes towards unplugged programming halfway through their introductory programming course. Cross-sectional study is an approach to capture snapshots of an ongoing process at a given point in time. Data were collected from discussions and online postings during a workshop in the above-mentioned programming course. Participants postings have been grouped into categories in a content analysis based on the frequency of occurrence and relevance for answering the research question. Findings show that most teachers see a benefit of unplugged programming as a means to learn the fundamental programming concepts in their teaching and learning activities. However, there are different opinions on when this unplugged introduction should occur. Some teachers also pointed out that unplugged programming could be used as an alternative to block programming and textual programming when the digital environment lacks or fails. Conclusions are that unplugged activities are a valuable complement to block programming and textual programming, but teachers have different opinions on the optimum age group for unplugged programming activities. The recommendations for K-12 teachers is to seriously consider the unplugged complement,

关键词： unplugged programming block programming textual programming K-12 education teacher professional development

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Playful programming Products vs. programming Concepts Matrix 11

Playful Programming Products vs. Programming Concepts Matrix

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11th European Conference on Game-Based Learning (ECGBL)

作者： Allsopp, Benjamin Brink Aalborg Univ Dept Learning & Philosophy Aalborg Denmark

ISBN: (纸本)9781911218579;9781911218562

A number of Danish primary schools are involved in pilot studies where 1st to 9th grade students work with Scratch and Lego MindStorms in STEM subjects. These games may become part of the curriculum at these schools. Recent research identifies a category of games and toys that support learning to computer program: playful programming. This research also describes a project to bring together different stakeholders (developers, educators, parents and researchers) with a common vocabulary for describing, developing, teaching with and comparing these playful programming products and develops a model of supported programming concepts that can be used to differentiate these products. The model includes programming concepts like operators, procedures, encapsulation, variables and events, but also identifies numerous specialization and sub-specializations of these concepts. This paper aims to use this model to provide educators and researchers involved in pilot studies with an overview of which programming concepts various playful programming products exercise (a playful programming products vs. programming concepts matrix). We also add additional concept specializations and expand on the descriptions of concepts included in the model. Finally we consider how this work can be used to support a crowed-sourced playful programming research program.

关键词： playful programming programming concepts block programming concept specialization maps product comparison matrix

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