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tangible programming for Developmenting of Computer Scientist Thinking Skill New Frameworks to Smart Farm in Elementary School Student 15

Tangible programming for Developmenting of Computer Scientis...

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15th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON)

作者： Meadthaisong, Siwaporn Meadthaisong, Thiang Phetchaburi Rajabhat Univ Dept Comp Applicat 38 Muang Phetchaburi Thailand Phetchaburi Rajabhat Univ Dept Comp Elect Technol 38 Muang Phetchaburi Thailand

ISBN: (纸本)9781538635551

programming control in smart farm design is by its expert upon an example being computer systems for smart farm. Such programmes are unsuitable for children or novices as they cannot understand how to use the programme. This research seeks to present tangible programming for developmenting of computer scientist thinking skill new frameworks to smart farm for children. Such programmes could be for use in elementary schools or general teaching where knowledge about smart farm is required. Normally idea smart farm systems programming is taught at university and college level. This may be late as far as acquiring knowledge in the future. Using tangible programming without a computer which this encourages children to learn. Simple concept for smart farm systems such as temperature, humidity, soil humidity, automatic control in children elementary schools being able to programme moniter smart farm and control automatics for smart farm.

关键词： tangible programming computer scientits smart farm

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CoAR-Maze: empowering children's collaborative tangible programming in augmented reality

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CCF TRANSACTIONS ON PERVASIVE COMPUTING AND INTERACTION 2023年第4期5卷 396-410页

作者： Zhang, Mingyu Li, Jiaxiang Lin, Yiyan Jin, Qiao Wang, Danli Chinese Acad Sci Inst Automat Beijing Peoples R China Univ Chinese Acad Sci Sch Artificial Intelligence Beijing Peoples R China Univ Minnesota Dept Comp Sci & Engn Minneapolis MN USA

As an effective way to develop children's computational thinking, programming education has been intensively studied by scholars. Among them, tangible programming is more in line with children's cognitive development and inherently supports collaborative learning. However, most of the tangible programming systems fall short in effectively stimulating active collaboration among children effectively. In this paper, we present CoAR-Maze, an augmented reality (AR) based tangible programming system that incorporates a collaborative mechanism designed for children's programming. The system assists children in learning programming concepts such as sequences, loops, conditional statements, and task decomposition, while emphasizing the stimulation of active collaboration and enhancing immersion in children's programming learning. User studies validate the effectiveness, usability, and support for collaboration among child users provided by the system.

关键词： Children tangible programming Collaborative learning Augmented reality User study

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Prototyping Products using Web-based AI Tools: Designing a tangible programming Environment with Children 2022

Prototyping Products using Web-based AI Tools: Designing a T...

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6th FabLearn Europe / MakeEd Conference

作者： Sabuncuoglu, Alpay Sezgin, T. Metin Koc Univ Is Bank AI Ctr Istanbul Turkey

ISBN: (纸本)9781450396332

A wide variety of children's products such as mobile apps, toys, and assistant systems now have integrated smart features. Designing such AI-powered products with children, the users, is essential. Using high-fidelity prototypes can be a means to reveal children's needs and behaviors with AI-powered systems. Yet, a prototype that can show unpredictable features similar to the final AI-powered product can be expensive. A more manageable and inexpensive solution is using web-based AI prototyping tools such as Teachable Machine. In this work, we developed a Teachable Machine-powered game-development environment to inform our tangible programming environment's design decisions. Using this kind of an AI-powered high-fidelity prototype in the research process allowed us to observe children in a very similar setting to our final AI-powered product and extract design considerations. This paper reports our experience of prototyping AI-powered solutions with children and shares our design considerations for children's self-made tangible representations.

关键词： co-design with children tangible programming co-creation with AI child-AI interaction

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E-Block: A tangible programming Tool for Children 12

E-Block: A Tangible Programming Tool for Children

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25th Annual ACM Symposium on User Interface Software and Technology (UIST)

作者： Wang, Danli Zhang, Yang Gu, Tianyuan He, Liang Wang, Hongan Chinese Acad Sci Inst Software Beijing Peoples R China

ISBN: (纸本)9781450315821

E-Block is a tangible programming tool for children aged 5 to 9 which gives children a preliminary understanding of programming. Children can write programs to play a maze game by placing the programming blocks in E-Block. The two stages in a general programming process: programming and running are all embodied in E-Block. We realized E-Block by wireless and infrared technology and gave it feedbacks on both screen and programming blocks. The result of a preliminary user study proved that E-Block is attractive to children and easy to learn and use.

关键词： tangible programming Children tangible User Interface programming Languages Education Maze Sensors

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A tangible programming Tool for Creation of Context-Aware Applications 13

A Tangible Programming Tool for Creation of Context-Aware Ap...

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ACM International Joint Conference on Pervasive and Ubiquitous Computing (UbiComp)

作者： Lee, Jisoo Garduno, Luis Walker, Erin Burleson, Winslow Arizona State Univ Sch Arts Media Engn Tempe AZ 85281 USA Arizona State Univ Sch Comp Informat & Decis Syst Engn Tempe AZ 85281 USA

ISBN: (纸本)9781450317702

End-user programming tools, if properly designed, have the potential to empower end-users to create context-aware applications tailored to their own needs and lives, in order to help them break bad habits and change their behaviors. In this work, we present GALLAG Strip, an easy to use mobile and tangible tool that allows users to create context-aware applications without the need of programming experience. It enables programming by physical demonstration of envisioned interactions with the same sensors and objects that users will later encounter in their finished application. After an initial pilot to verify the usability of GALLAG Strip, we conducted a user study to evaluate the effects of tangible programming in terms of ease of use, engagement, and facilitation of the ideation process. We found that tangibility has both benefits and drawbacks, and suggest a mixed tangible and non-tangible approach for better user experience.

关键词： Context-aware computing end-user programming mobile programming tangible programming

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Devoloping Affordable tangible programming Education Applications Using Mobile Vision 29

Devoloping Affordable Tangible Programming Education Applica...

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29th IEEE Conference on Signal Processing and Communications Applications (SIU)

作者： Sabuncuoglu, Alpay Sezgin, T. Metin Koc Univ Sariyer Turkey

ISBN: (纸本)9781665436496

programming education has become an essential part of the primary and secondary school curriculum. Two main programming environment modalities, web-based visual programming applications and electronic cards, have become popular in curricular activities. Limiting the programming activities around these programming environments restricts education accessibility in socio-economically disadvantaged regions due to the need for an individual computer per student, lack of decent infrastructure, and high electronics prices. Effective, shared use of smartphones and tablets in programming education can provide equal opportunities. In this scenario, students can code simple drawings and animations using their own materials as tangible programming blocks by employing a single shared phone in the classroom as an interpreter. This article explains our development process of a new tangible programming environment which increases the accessibility of education. We discuss effective inclassroom use of image/text processing practices and transfer learning methods on smartphones.

关键词： programming education mobile vision tangible programming

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Multimodal Analysis of Preschool Children's Embodied Interaction with a tangible programming Environment

Multimodal Analysis of Preschool Children's Embodied Interac...

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Human-Computer Interaction Thematic Area Conference (HCI) Held as Part of the 22nd International Conference on Human-Computer Interaction (HCII)

作者： Carbajal, Marleny Luque Baranauskas, M. Cecilia C. Univ Campinas UNICAMP Inst Comp Sao Paulo Brazil

ISBN: (纸本)9783030490614;9783030490621

Direct physical interaction with the world is a key constituting factor of cognitive development during childhood. Computational technologies, such as tangible User Interfaces (TUI), offer opportunities for physically mediated interaction in learning environments, exploiting more embodied forms of interaction through hands-on physical manipulation and exploration. Many studies have introduced young children to programming by tangibles programming environments, although they do not address the effects of embodied interaction in the learning experience. In this paper, we present a case study conducted to introduce preschool children into programming through TaPrEC+mBot, an environment that allows programming of a robot car by arranging wooden programming blocks. Drawing on the multimodal method of analysis, we investigate the embodied interaction of the children with the TaPrEC+mBot to examine if and how the embodied forms of interaction shape the learning experience. The analysis shows the role of body position, gaze, manipulation, and speech, in terms of how these aspects support the construction of strategies to tangible programs;also the implications of this interaction in the meaning-making process.

关键词： Embodied interaction Multimodal analysis tangible programming tangible User Interface Preschool children

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AR-Maze: A tangible programming Tool for Children Based on AR Technology 18

AR-Maze: A Tangible Programming Tool for Children Based on A...

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ACM Conference on Interaction Design and Children (IDC)

作者： Jin, Qiao Wang, Danli Deng, Xiaozhou Zheng, Nan Chiu, Steve Chinese Acad Sci Inst Automat State Key Lab Management & Control Complex Syst Beijing Peoples R China Univ Chinese Acad Sci Sch Comp & Control Engn Beijing Peoples R China Idaho State Univ Elect Engn Pocatello ID 83209 USA

ISBN: (纸本)9781450351522

programming is an effective way to foster children's computational thinking. We present AR-Maze, which is a novel tangible programming tool using Augmented Reality (AR) technology for young children. AR-Maze superposes constant feedback on the physical world and maintains a positive, low-cost learning environment. Using this system, children could create their own programs by arranging programming blocks and debug or execute the code with a mobile device. In addition, they will be able to learn fundamental programming concepts, such as parameters, loop logic, debug, etc. We design and implement this system, as well as conduct a preliminary user study and analyze the results, which can guide a better design of AR-Maze. With this work, we intend to help children programming in an interesting and intuitive way.

关键词： Augmented Reality programming Languages tangible programming Children Edutainment

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A tangible programming Language for the Educational Robot Thymio 10

A Tangible Programming Language for the Educational Robot Th...

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10th International Conference on Information, Intelligence, Systems and Applications (IISA)

作者： Mussati, Andrea Giang, Christian Piatti, Alberto Mondada, Francesco Ecole Polytech Fed Lausanne EPFL Mobots Grp Biorobot Lab Lausanne Switzerland Univ Appl Sci & Arts Southern Switzerland SUPSI Dept Educ & Learning DFA Locarno Switzerland

ISBN: (纸本)9781728149592

In the past, the use of tangible programming languages has shown several advantages compared to screen-based graphical programming languages. Especially when presented to novices, such interfaces may represent a more intuitive and straightforward alternative to teach basic computer science and programming concepts. Previous studies have reported increased interest and improved collaboration when tangible programming languages were used. However, additional financial expenses have often hindered the use of such interfaces in formal education settings. This work therefore presents a low-cost and customizable solution of a tangible programming language for Thymio, an educational robot widely used in primary and secondary schools. Using a computer vision algorithm, graphical icons printed on paper are captured by a camera, and subsequently interpreted and sent to the robot for execution. Two user studies with in total 77 university students showed promising results, indicating that the devised interface can elicit more interest and a higher level of collaboration within groups.

关键词： Educational robotics personalized learning tangible programming

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The effect of PDCA cycle strategy on pupils' tangible programming skills and reflective thinking

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第5期29卷 6383-6405页

作者： Gong, Xin Yu, Shufan Xu, Jie Qiao, Ailing Han, Han Capital Normal Univ Coll Educ 105 West Third Ring North Rd Beijing 100048 Peoples R China Cent China Normal Univ Fac Artificial Intelligence Educ Sch Educ Informat Technol Wuhan 430079 Hubei Peoples R China Zhejiang Univ Coll Educ 866 Yuhangtang RdZijingang Campus Hangzhou 310058 Peoples R China Beijing Normal Univ Fac Educ 19 Xinjiekou Outer St Beijing 100875 Peoples R China

tangible programming combines the advantages of object manipulation with programmable hardware, which plays an essential role in improving programming skills. As a tool for ensuring the quality of projects and improving learning outcomes, the PDCA cycle strategy is conducive to cultivating reflective thinking. However, there is still a lack of empirical research on the effect of introducing the PDCA cycle strategy into programming education. In this study, using a PDCA cycle strategy, in a four-pronged model of "(P)draw up a plan, (D)assemble and programming, (C)test and debug, display and reflect (A)," and its effects on students' programming skills and their reflective thinking were explored. There were 65 children between the ages of 7 and 8 years participated in this study. There were 31 students in each of the experimental group and the control group. A combination of qualitative and quantitative research methods was adopted in this research, and students' programming processes and results were observed and counted. The study results revealed that after attending the 'Magic Card Robot' course that applied the PDCA cycle strategy, the experimental group students outperformed their counterparts in programming skills (sequencing, repetitive and conditional structures). Meanwhile, the experimental group students' reflective thinking levels were higher than those of the control group students. These findings imply that tangible programming education using the PDCA cycle strategy in the course has potential.

关键词： tangible programming programming skills Reflective thinking PDCA cycle strategy

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