This paper presents a tangible programming tool 'T-Maze' for children aged 5 to 9. Children could use T-Maze to create their own maze maps and complete some maze escaping tasks by the tangible programming bloc...
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ISBN:
(纸本)9781450307512
This paper presents a tangible programming tool 'T-Maze' for children aged 5 to 9. Children could use T-Maze to create their own maze maps and complete some maze escaping tasks by the tangible programming blocks and sensors. T-Maze uses a camera to, in real-time, catch the programming sequence of the wooden blocks' arrangement, which will be used to analyze the semantic correctness and enable the children to receive feedbacks immediately. And children could join in the game by controlling the sensors during program's running. A user study shows that T-Maze is an interesting programming approach for children and easy to learn and use.
While the cost of creating robots is declining, deploying them in industry remains expensive. Widespread use of robots, particularly in smaller industries, is more easily realized if robot programming is accessible to...
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ISBN:
(纸本)9781450356152
While the cost of creating robots is declining, deploying them in industry remains expensive. Widespread use of robots, particularly in smaller industries, is more easily realized if robot programming is accessible to non-programmers. Our research explores techniques to lower the barrier to robot programming. In one such attempt, we propose situated tangible robot programming to program a robot by placing specially designed tangible blocks in its workspace. These blocks are used for annotating objects, locations, or regions, and specifying actions and their ordering. The robot compiles a program by detecting blocks and objects in the environment and grouping them into instructions by solving constraints. We designed a preliminary tangible language and blocks and evaluated the intuitiveness and learnability of the approach. Our user studies provide evidence for the promise of situated tangible programming and identify the challenges to address. In addition to improving the block design and extending the language, we are planning to integrate tangible programming into a holistic ecosystem of a programming environment in future.
This paper introduces the VEX 123 Coder and Coder cards, a novel approach for supporting novices programming a small robotic device. The VEX 123 Coder is a plastic device, similar in size and shape to a smartphone, th...
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ISBN:
(纸本)9798350329469
This paper introduces the VEX 123 Coder and Coder cards, a novel approach for supporting novices programming a small robotic device. The VEX 123 Coder is a plastic device, similar in size and shape to a smartphone, that connects to the VEX 123 Robot via Bluetooth, and allows young users to define robot instructions by sliding predefined Coder cards into slots on the Coder. This approach blends features of tangible programming with key conceptual underpinnings and interaction patterns used in block-based programming and beyond. In this paper, we present key design and technical features of the Coder and Coder cards, and the results of elementary classroom testing sessions showing how the Coder and Coder cards can support youth in authoring programs. This work contributes a new programming approach to the literature on how to introduce youth to the practice of programming.
Augmented Reality (AR) technology enables continuous visual feedback and varied digital scenes on the real world. This paper presents AR-C&P, an AR-based tangible programming tool for young children. It allows chi...
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ISBN:
(纸本)9781450398695
Augmented Reality (AR) technology enables continuous visual feedback and varied digital scenes on the real world. This paper presents AR-C&P, an AR-based tangible programming tool for young children. It allows children to create AR maze map with low-cost materials and plan the route by constructing tangible program sequences. Meanwhile, a variety of real-time visual feedback from the screen will be superimposed on the real scenes of the whole process. AR-C&P is intuitive and intriguing which could enrich children's creating experience, develops their cognitive developmental skills and helps children learn fundamental programming concepts. We conducted two experiments. The first experiment reveals the relationship between task completion and cognitive developmental skills. The second experiment reveals the effect of AR on learning programming.
Integrating music into Computer Science (CS) education can stimulate children's creativity, change the stereotypical perspective of CS, and encourage women, ethnic or cultural minorities involved in the Computer S...
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ISBN:
(纸本)9798400701313
Integrating music into Computer Science (CS) education can stimulate children's creativity, change the stereotypical perspective of CS, and encourage women, ethnic or cultural minorities involved in the Computer Science area. In this paper, we use Augmented Reality (AR) technology to design a tangible programming system - AR-MPro for children, acting as a bridge between programming and music. It allows children to create customized AR effects to visualize music with low-cost materials by constructing tangible program sequences. AR-MPro is expected to broaden participation in computing, and be more intuitive, intriguing and instructional to enrich children's creating and programming experiences.
tangible User Interfaces (TUIs) can create opportunities to learn programming for children, which have positive effect on children's development. TanProRobot is a tangible system designed for children at grade 1-2...
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This paper presents a cross-age study exploring children's performance on robot introductory programming activities with one tangible and one isomorphic graphical system. Both subsystems are parts of an innovative...
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This paper presents a cross-age study exploring children's performance on robot introductory programming activities with one tangible and one isomorphic graphical system. Both subsystems are parts of an innovative system, namely the PROTEAS kit. The tangible subsystem consists of cube-shaped blocks that represent simple and more advanced programming structures. Users may interconnect the cubic-shaped commands and so create the robot programming code. The graphical subsystem presents onscreen an isomorphic to the tangible programming space. Children (N = 109) of five different aged groups were let to interact in pairs with the two operationally equivalent programming subsystems with the scope to program a NXT Lego robot. Three variables associated with children performance upon tasks and four variables related with performance during free interaction were studied. Data analysis based on computer logs and video recordings showed that children produced fewer errors, made more effective debugging and younger children in particular needed less time to accomplish the robot programming tasks with the tangible subsystem. Moreover, during free interaction, elder children were more engaged, created more complicated programs and explored different commands and parameters more actively in the tangible case. Finally, interpretation of the findings is provided and the advantages of tangible user interfaces in children's introductory programming are discussed.
Augmented Reality (AR) technology enables continuous visual feedback and varied digital scenes on the real world. This paper presents AR-C&P, an AR-based tangible programming tool for young children. It allows chi...
详细信息
ISBN:
(纸本)9781450398695
Augmented Reality (AR) technology enables continuous visual feedback and varied digital scenes on the real world. This paper presents AR-C&P, an AR-based tangible programming tool for young children. It allows children to create AR maze map with low-cost materials and plan the route by constructing tangible program sequences. Meanwhile, a variety of real-time visual feedback from the screen will be superimposed on the real scenes of the whole process. AR-C&P is intuitive and intriguing which could enrich children’s creating experience, develops their cognitive developmental skills and helps children learn fundamental programming concepts. We conducted two experiments. The first experiment reveals the relationship between task completion and cognitive developmental skills. The second experiment reveals the effect of AR on learning programming.
This study applies a mixed methods approach to analyze usability, collaboration, and playfulness aspects in introductory programming activities with tangible and graphical user interfaces of two groups of students (24...
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Situated tangible robot programming allows programmers to reference parts of the workspace relevant to the task by indicating objects, locations, and regions of interest using tangible blocks. While it takes advantage...
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ISBN:
(纸本)9781450357081
Situated tangible robot programming allows programmers to reference parts of the workspace relevant to the task by indicating objects, locations, and regions of interest using tangible blocks. While it takes advantage of situatedness compared to traditional text-based and visual programming tools, it does not allow programmers to inspect what the robot detects in the workspace, nor to understand any programming or execution errors that may arise. In this work we propose to use a projector mounted on the robot to provide such functionality. This allows us to provide an interactive situated tangible programming experience, taking advantage of situatedness, both in user input and system output, to reference parts of the robot workspace. We describe an implementation and evaluation of this approach, highlighting its differences from traditional robot programming.
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