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Comparing block-based programming Models for Two-Armed Robots

IEEE TRANSACTIONS ON SOFTWARE ENGINEERING 2022年第5期48卷 1630-1643页

作者： Ritschel, Nico Kovalenko, Vladimir Holmes, Reid Garcia, Ronald Shepherd, David C. Univ British Columbia Dept Comp Sci Vancouver BC V6T 1Z4 Canada JetBrains NV JetBrains Res NL-1017 ZM Amsterdam Netherlands Virginia Commonwealth Univ Coll Engn Richmond VA 23284 USA

Modern industrial robots can work alongside human workers and coordinate with other robots. This means they can perform complex tasks, but doing so requires complex programming. Therefore, robots are typically programmed by experts, but there are not enough to meet the growing demand for robots. To reduce the need for experts, researchers have tried to make robot programming accessible to factory workers without programming experience. However, none of that previous work supports coordinating multiple robot arms that work on the same task. In this paper we present four block-based programming language designs that enable end-users to program two-armed robots. We analyze the benefits and trade-offs of each design on expressiveness and user cognition, and evaluate the designs based on a survey of 273 professional participants of whom 110 had no previous programming experience. We further present an interactive experiment based on a prototype implementation of the design we deem best. This experiment confirmed that novices can successfully use our prototype to complete realistic robotics tasks. This work contributes to making coordinated programming of robots accessible to end-users. It further explores how visual programming elements can make traditionally challenging programming tasks more beginner-friendly.

关键词： Robot kinematics programming profession Visualization Task analysis Manipulators programming environments user interfaces robot programming parallel programming block-based programming

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Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education

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BEHAVIOUR & INFORMATION TECHNOLOGY 2022年第9期41卷 1830-1847页

作者： Andersen, Renate Morch, Anders I. Litherland, Kristina Torine Oslo Metropolitan Univ Dept Primary & Secondary Teacher Educ Oslo Norway Univ Oslo Dept Educ Oslo Norway

In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based research approach in which we, together with the teachers, created a maker space for explorative science learning and organised teaching interventions wherein the pupils met online three hours a week for 16 weeks for an entire school year. Due to COVID-19, data were collected through Zoom, with collaborative learning situations captured through screen sharing and online communication using webcams. We employed three data analysis techniques: interaction analysis, visual artifact analysis, and thematic analysis. We developed an analytical framework for integration using thematic coding that combined concepts from computer-supported collaborative learning (CSCL) and domai-oriented design environments. We report the following findings: 1) Three types of rules between design units were identified with visual artifact analysis: latent, generic, and domai-specific rules;2) two types of CSCL artifacts (technology and discussions) were intertwined and developed in parallel, along with a computer-based scaffolding scenario that offloads domai-specific scaffolding from humans to computers.

关键词： block-based programming computer-supported collaborative learning domain-oriented design environment human-centered artificial intelligence knowledge-based rules physical computing in education

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End-user development of smart home rules using block-based programming: a comparative usability evaluation with programmers and non-programmers

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BEHAVIOUR & INFORMATION TECHNOLOGY 2021年第10期40卷 974-996页

作者： Goncalves, Mateus Carvalho Lara, Otavio Neves de Bettio, Raphael Winckler Freire, Andre Pimenta Univ Fed Lavras Dept Comp Sci Lavras Brazil Univ Fed Lavras Dept Appl Comp Lavras Brazil

The use of Smart Homes has grown considerably in the past decade. Enabling end-users to develop rules to program their homes and devices is very important to empower them. Several studies have analysed trigger-action programming tools, primarily using form-based and data-flow approaches for programming interfaces. This study evaluated the usability of a block-based tool for end-user development of rules to control smart homes and compared the difficulties encountered by non-programmers and programmers. Evaluations involved 10 programmers and 10 non-programmers in Brazil. A thematic analysis of 247 problem instances (80 from programmers and 167 from non-programmers) yielded the following themes, with problems related to condition blocks, action blocks, states and actions, time-related tasks, block configuration and personalisation, information architecture, programming logic, conceptual model of smart homes, simulator and debugging, help and technical problems. Despite most non-programmers being able to experiment with blocks, their task completion rates were significantly lower than programmers. The analysis showed aspects where block-based programming can enhance the use for non-programmers. They also confirmed interaction aspects revealed by previous studies using form-based and data-flow approaches that also occur with block-based programming to design smart home rules, with important contributions to improve end-user development tools for smart homes.

关键词： End-user development smart home user testing block-based programming

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Online Learning Using block-based programming to Foster Computational Thinking Abilities During the COVID-19 Pandemic

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2021年第13期16卷 227-247页

作者： Amnouychokanant, Virawan Boonlue, Surapon Chuathong, Saranya Thamwipat, Kuntida King Mongkuts Univ Technol Thonburi Bangkok Thailand King Mongkuts Univ Technol Thonburi Dept Educ Commun & Technol Bangkok Thailand

The COVID 19 pandemic has affected global education. In Thailand, all educational institutions temporarily closed to prevent the spread of COVID-19. However, teaching and learning still need to be continued. It is necessary to switch the learning activities to online learning. In this study, we designed online learning activities for developing computational thinking (CT) of students and carried out an experiment with 90 participants (first-year students enrolled in a Bachelor of Education Program in educational technology and communications at King Mongkut's University of Technology Thonburi). At the beginning of the experiment, all participants were asked to take a CT test to measure their CT. The test is consistent with other CT tests under validation. During the sessions, all participants were taught by Thunkable. After the experiment, they took the CT test again. The results show that by improving CT through block-based programming projects, students' performance improved significantly. In conclusion, block-based programming and working in pairs are combinations that can potentially help students to perform better, in turn affecting their performance in projects.

关键词： block-based programming computational thinking computational thinking components COVID-19 online learning working in pairs

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Learners' Perspectives on block-based programming Environments: *** vs. Scratch 20

Learners' Perspectives on Block-Based Programming Environmen...

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15th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Krugel, Johannes Ruf, Alexander Tech Univ Munich Sch Educ Munich Germany

ISBN: (纸本)9781450387590

We report from a comparative study regarding two popular blockbased programming environments for the introduction of algorithmic concepts, namely *** and Scratch. A quasi-experiment was conducted with five classes (grade 7) from two secondary schools (n = 122). To investigate the effects of both learning environments, the students were divided into two groups. Following a mixed-methods research approach, we use quantitative and qualitative methods to gain a comprehensive understanding of learner's perspectives and skills. We measure the learners' perceived self-regulation and intrinsic motivation. The learners of *** show a higher intrinsic motivation compared to the Scratch group. Qualitative analyses of answers to open-ended questions reveal positive and negative aspects of the learning environments. With ***, the learners in particular like the fun and the challenges, while for Scratch, they like the feeling of actually programming something and the very free environment.

关键词： Interactive learning environments block-based programming Algorithmic thinking Computational Thinking Motivation

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Experimental Analysis of First-Grade Students' block-based programming Problem Solving Processes 29

Experimental Analysis of First-Grade Students' Block-Based P...

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29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Pozzan, Gabriele Padova, Costanza Montuori, Chiara Arfe, Barbara Vardanega, Tullio Univ Padua Padua Italy

ISBN: (纸本)9798400706004

This work presents an experimental analysis of first-grade students' block-based programming trajectories. These trajectories consist of edit-level program snapshots that capture learners' problem-solving processes in a navigational microworld. Our results highlight the potential of this fine-grained data capture. Snapshot frequencies in trajectories collected before and after a coding intervention showcase the collective progress of the learners. Graph visualizations, in which nodes represent snapshots and directed edges code edits, highlight strategies, pitfalls and debugging procedures. Individual programming trajectories shed light on details of learners' problem-solving processes that less granular analysis would conceal. Various works in the field of Learning Analytics research show the usefulness of collecting fine-grained process data that proceed from programming activities. However, how to analyze this data is still an open question and research on the subject is in an experimental phase. We contribute to this experimentation by analyzing and discussing results collected from 30 first-grade students in a pretest-posttest study.

关键词： Learning Analytics Computational Thinking block-based programming programming trajectories

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Helping Students with Motor Impairments Program via Voice-Enabled block-based programming 16th

Helping Students with Motor Impairments Program via Voice-En...

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16th International Conference on UniversalAccess inHuman-Computer Interaction (UAHCI) Held as Part of the 24th International Conference on Human-Computer Interaction (HCII)

作者： Okafor, Obianuju Ludi, Stephanie Univ North Texas Denton TX 76205 USA

ISBN: (纸本)9783031050398;9783031050381

Existing programming environments pose a challenge for students with upper-body motor impairments. This is because these environments require a level of dexterity that these students do not possess. For example, text-based programming environments require a lot of typing using a keyboard, while block-based programming environments require the use of a pointing device to drag and drop blocks of code. In our research, we aim to make the block-based programming environment blockly, accessible to students with upper-body motor impairment, by adding speech as an alternative form of input. This voice-enabled version of blockly will reduce the need for the use of a mouse or keyboard, hence making it more accessible. Our system consists of the original blockly application, a speech recognition API, predefined voice commands, and a custom function. A preliminary study has been conducted. The results are encouraging, but they also revealed the need to broaden the target population, which was originally people with cerebral palsy, to people with any type of upper-body motor disability. Additionally, the study showed the need to redesign some voice commands. A prototype of the system has been implemented. As a next step, two additional studies will be conducted using this prototype, a usability study, and an A/B test.

关键词： Accessibility block-based programming CS education Speech recognition

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Accessible block-based programming for K-12 Students Who Are Blind or Low Vision 15th

Accessible Block-Based Programming for K-12 Students Who Are...

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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： Das, Meenakshi Marghitu, Daniela Mandala, Mahender Howard, Ayanna Auburn Univ Auburn AL 36830 USA Georgia Inst Technol Atlanta GA 30332 USA

ISBN: (纸本)9783030780944;9783030780951

block-based programming applications, such as MIT's Scratch and blockly Games, are commonly used to teach K-12 students to code. Due to the COVID-19 pandemic, many K-12 students are attending online coding camps, which teach programming using these block-based applications. However, these applications are not accessible to the Blind/Low Vision (BLV) population since they neither produce audio output nor are screen reader accessible. In this paper, we describe a solution to make block-based programming accessible to BLV students using Google's latest Keyboard Navigation and present its evaluation with four individuals who are BLV. We distill our findings as recommendations to developers who may want to make their block-based programming application accessible to individuals who are BLV.

关键词： Accessibility block-based programming Blind/Low Vision

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Designing block-based programming Language Features to Support Upper Elementary Students in Creating Interactive Science Narratives 20

Designing Block-Based Programming Language Features to Suppo...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Smith, Andy Mott, Bradford Taylor, Sandra Cheuoua, Aleata Hubbard Minogue, James Oliver, Kevin Ringstaff, Cathy North Carolina State Univ Raleigh NC 27695 USA WestEd Redwood City CA USA

ISBN: (纸本)9781450367936

Recent years have seen a growing recognition of the importance of enabling K-12 students to engage in computational thinking, particularly in elementary grades where students' dispositions toward STEM are developing. block-based programming has emerged as an effective tool for engaging these novice learners in computational thinking. At the same time, digital storytelling has emerged as a promising avenue for creating motivating problem-solving scenarios that engage students in science investigations. Although block-based programming and digital storytelling are in many ways synergistic, there is a lingering question of how to design block-based languages at an age-appropriate level to enable effective and engaging storytelling. In this work, we review design principles from prior block-based and digital storytelling systems as well as propose the design of block-based programming language features to enable the creation of rich, interactive science narratives by upper elementary students.

关键词： Digital storytelling block-based programming

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Cluster-based Analysis of Novice Coding Misconceptions in block-based programming 20

Cluster-Based Analysis of Novice Coding Misconceptions in Bl...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Emerson, Andrew Smith, Andy Rodriguez, Fernando J. Wiebe, Eric N. Mott, Bradford W. Boyer, Kristy Elizabeth Lester, James C. North Carolina State Univ Raleigh NC 27695 USA Univ Florida Gainesville FL USA

ISBN: (纸本)9781450367936

Recent years have seen an increasing interest in identifying common student misconceptions during introductory programming. In a parallel development, block-based programming environments for novice programmers have grown in popularity, especially in introductory courses. While these environments eliminate many syntax-related errors faced by novice programmers, there has been limited work that investigates the types of misconceptions students might exhibit in these environments. Developing a better understanding of these misconceptions will enable these programming environments and instructors to more effectively tailor feedback to students, such as prompts and hints, when they face challenges. In this paper, we present results from a cluster analysis of student programs from interactions with programming activities in a block-based programming environment for introductory computer science education. Using the interaction data from students' programming activities, we identify three families of student misconceptions and discuss their implications for refinement of the activities as well as design of future activities. We then examine the value of block counts, block sequence counts, and system interaction counts as programming features for clustering block-based programs. These clusters can help researchers identify which students would benefit from feedback or interventions and what kind of feedback provides the most benefit to that particular student.

关键词： block-based programming introductory programming education cluster analysis

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