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12th Annual ACM/IEEE International Conference on Human-Robot Interaction (HRI)

作者： Sefidgar, Yasaman S. Agarwal, Prerna Cakmak, Maya Univ Washington Comp Sci & Engn 185 Stevens Way Seattle WA 98195 USA

ISBN: (纸本)9781450343367

This paper introduces situated tangible robot programming, whereby a robot is programmed 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 its workspace and grouping them into instructions by solving constraints. We present a proof-of-concept implementation using blocks with unique visual markers in a pick-and-place task domain. Three user studies evaluate the intuitiveness and learnability of situated tangible programming and iterate the block design. We characterize common challenges and gather feedback on how to further improve the design of blocks. Our studies demonstrate that people can interpret, generalize, and create many different situated tangible programs with minimal instruction or with no instruction at all.

关键词： End-User Robot programming programming by Demonstration tangible programming

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A tangible Embedded programming System to Convey Event-Handling Concept 16

A Tangible Embedded Programming System to Convey Event-Handl...

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10th International Conference on tangible, Embedded and Embodied Interaction (TEI)

作者： Wang, Danli Zhang, Lan Xu, Chao Hu, Haichen Qi, Yunfeng Chinese Acad Sci Inst Software State Key Lab Comp Sci Beijing Peoples R China Chinese Acad Sci Inst Software Beijing Key Lab Human Comp Interact Beijing Peoples R China

ISBN: (纸本)9781450335829

Learning programming has positive effect on children's development, and tangible User Interfaces (TUIs) is a convenient way for teaching young children programming. TanProRobot 2.0 is a tangible system as well as a small-scale distributed embedded system designed for children at grades 1-2 to learn programming concepts. The system consists of three parts: tangible programming blocks, a robot car and several manipulatives. The input and output of the system are both tangible. Children can program the robot car to act certain actions by arranging the programming blocks. Also, children can interact with the car with manipulatives. TanProRobot 2.0 aims to introduce event handling concept and sensors to children. Through a user study with 11 children, we found that TanProRobot 2.0 is an interesting programming system for children, and it is easy to learn and to use. Furthermore, it could help children get a preliminary understanding of event handling concepts.

关键词： tangible programming Children Distributed Embedded System programming Languages

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A tangible-programming Technology Supporting End-User Development of Smart-Environments 18

A Tangible-Programming Technology Supporting End-User Develo...

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14th International Conference on Advanced Visual Interfaces (AVI)

作者： Desolda, Giuseppe Malizia, Alessio Turchi, Tommaso Univ Bari Aldo Moro Via Orabona 4 I-70125 Bari Italy Univ Hertfordshire Sch Creat Arts Hatfield Herts England Brunel Univ London Uxbridge Middx England

ISBN: (纸本)9781450356169

In recent years, smart objects are increasingly pervading the environments we live in. For HCI researchers, an important challenge is how non-technical users can establish the behavior of such devices. This poster presents a new technology implementing a tangible-programming paradigm, which allows non-programmers to synchronize the behavior of ecologies of smart objects, thus determining the creation and customization of smart environments.

关键词： tangible programming Internet of Thing End-User Development

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tangible-MakeCode: Bridging Physical Coding Blocks with a Web-Based programming Interface for Collaborative and Extensible Learning 25

Tangible-MakeCode: Bridging Physical Coding Blocks with a We...

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Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems

作者： Jin Yu Poojita Garg DoangJoo Synn HyunJoo Oh Interactive Computing Georgia Institute of Technology Atlanta Georgia USA University of Washington Seattle Washington USA Georgia Institute of Technology Atlanta Georgia USA Industrial Design & Interactive Computing Georgia Institute of Technology Atlanta Georgia USA

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tangible versus graphical user interfaces for robot programming: exploring cross-age children's preferences

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PERSONAL AND UBIQUITOUS COMPUTING 2013年第8期17卷 1775-1786页

作者： Sapounidis, Theodosios Demetriadis, Stavros Aristotle Univ Thessaloniki Dept Informat GR-54006 Thessaloniki Greece

This study explores children's opinions and preferences regarding two isomorphic user interfaces that can be used for introductory programming activities, a tangible and a graphical one. The first system (tangible) comprises 46 cube-shaped blocks that represent simple programming structures and can be interconnected to form the programming code. The second system (graphical) presents on-screen the same programming space to the user (icons similar in appearance and operation with the tangible blocks). These two operationally equivalent user interfaces were given to three children groups of different ages (5-6, 7-8 and 11-12 years) to program the behavior of a Lego NXT robot. Children in dyads were let to interact with both systems, and during the activity, data were collected regarding children's first-sight preference, enjoyment and easiness-to-use. The quantitative and qualitative analysis followed indicated that the tangible interface was more attractive especially for girls, and it was more enjoyable and finally characterized as easier to use only by younger children who were less experienced with computers. On the contrary, for older (11-12 years old) children, the tangible even though was more enjoyable, it was not considered as the easiest-to-use user interface. Taking into account the lack of empirical evidences related to the tangible user interfaces, this study discusses not only the potential usability advantages but also the disadvantages of tangible user interfaces for children.

关键词： tangible user interfaces tangible programming Introductory programming Educational robot Computer science education

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"I want my robot to look for food": Comparing Kindergartner's programming comprehension using tangible, graphic, and hybrid user interfaces

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INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2015年第3期25卷 293-319页

作者： Strawhacker, Amanda Bers, Marina U. Tufts Univ DevTech Res Grp Medford MA 02155 USA

In recent years, educational robotics has become an increasingly popular research area. However, limited studies have focused on differentiated learning outcomes based on type of programming interface. This study aims to explore how successfully young children master foundational programming concepts based on the robotics user interface (tangible, graphical, hybrid) taught in their curriculum. Thirty-five Kindergarten students participated in a 9-week robotics curriculum using the LEGO WeDo robotics construction kit and the Creative Hybrid Environment for Robotic programming (CHERP) programming language. A mixed methods data collection approach was employed, including qualitative observational data from the classrooms, as well as quantitative mid- and post-test assessments of students' programming knowledge using CHERP. The findings show little association between user interface and programming comprehension, although there may be an order-affect when introducing user interfaces. Implications for best practices when introducing programming in early childhood settings are discussed.

关键词： User interfaces for education tangible programming Kindergarten Robotics Early childhood education

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Latent Class Modeling of Children's Preference Profiles on tangible and Graphical Robot programming

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IEEE TRANSACTIONS ON EDUCATION 2019年第2期62卷 127-133页

作者： Sapounidis, Theodosios Stamovlasis, Dimitrios Demetriadis, Stavros Aristotle Univ Thessaloniki Dept Informat Thessaloniki 54124 Greece Aristotle Univ Thessaloniki Fac Philosophy Thessaloniki 54124 Greece

Contribution: Prior studies on tangible versus graphical user interfaces have reported controversial findings concerning children's preferences. This paper shows that their preference profiles in the domain of introductory programming are associated with gender and age for both interfaces. Background: The relevant literature mainly consists of empirical research into the possible advantages and weaknesses of tangible user interfaces versus graphical user interfaces in the domain of programming for children. Research designs have considered aspects of usability, attractiveness and users' collaboration. Existing findings are not clear. Methodological issues, e.g., limitations of simple statistics, may have limited the clarify and usefulness of findings to date. The present study explores children's preferences profiles. Research Questions: Two research questions were posited: the first focused on the latent profiles of children's preferences for the two programming interfaces (tangible or graphical), and the second focused on the association of these profiles with gender and age. Methodology: Children (N = 148) aged from six to 13 years old participated in this paper. Eight variables related to the attractiveness, collaboration, and usability factors for the tangible and graphical programming interfaces were measured and analyzed by Latent Class Analysis, a model-based clustering method that can reveal distinct preference-profiles and associate them with individual differences. Findings: The patterns of responses are consistent across items for both interfaces. The graphical programming interface strongly trisects children's preferences profiles;the three latent profiles encountered were associated with gender and age.

关键词： Computer engineering computer interfaces computer science education elementary education games problem solving tangible programming

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Educational Robotics and Mediated Transfer: Transitioning from tangible Tile-based programming, to Visual Block-based programming

Educational Robotics and Mediated Transfer: Transitioning fr...

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ACM/IEEE International Conference on Human-Robot Interaction (HRI)

作者： Pedersen, Bjarke Kristian Maigaard Kjaer Jacobsen, Didde Marie Teichert, Lukas Juhl Lyk Nielsen, Jacob Univ Southern Denmark MMMI Odense Denmark

ISBN: (纸本)9781450382908

In this paper we present the results from a study in which participants (n=26, aged 6-9) were exposed to two different ER systems, one based on tangible tile-based programming and one on visual block-programming. During the transition from the first to the second system, mediated transfer of knowledge regarding computational concepts, were observed. Furthermore, the participants CT skills were likewise observed to improve throughout the study, across both ER systems.

关键词： Educational Robotics Computational Thinking Mediated Transfer tangible programming Visual programming K-12

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Introducing Algorithmic Thinking and Sequencing Using tangible Robots

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IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES 2021年第1期14卷 93-105页

作者： Evripidou, Salomi Amanatiadis, Angelos Christodoulou, Klitos Chatzichristofis, Savvas A. Neapolis Univ Pafos Dept Comp Sci Intelligent Syst Lab ISLab CY-8042 Paphos Cyprus Univ Nicosia Inst Future CY-2417 Nicosia Cyprus Democritus Univ Thrace Dept Prod & Management Engn Xanthi 67100 Greece

Today, in the era of robotics, different types of educational robots have been used extensively in school classrooms to facilitate teaching activities related to a variety of computer science concepts. Numerous studies have been performed that attempt to examine the effects of using tangible interfaces to enhance collaborative learning experiences. In most of these studies, feedback, which is a vital function for a successful game activity, is mainly provided by the trainers. However, this kind of feedback can be considered as static and general, while each trainee seeks clear, consistent, and even personalized feedback. This article proposes an interactive learning tool for introducing algorithmic thinking and sequencing using educational robots suitable for elementary and intermediate students. In more detail, in this article, we leverage a fuzzy-rule-based system and computer vision techniques to provide immediate, personalized feedback and recommendations to young students while they perform a series of activities using tangible robots. These activities relate to teaching programming skills and improve the algorithmic thinking of students. Experimental results revealed that participants were able to increase their algorithmic/programming thinking skills while developing a positive attitude toward programming. The interactive gaming factor that is embedded in the use of tangible robots, while participating in the activities, was proved to be a compelling and a rewarding experience. The article concludes that the use of the proposed feedback mechanism, when placed in a robot game environment, can lead to a positive and more effective learning process.

关键词： programming profession Games Education Problem-solving Tools Sequential analysis Educational robots Algorithmic thinking educational robots sequencing tangible programming

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Designing for programming as joint performances among groups of children

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INTERACTING WITH COMPUTERS 2006年第5期18卷 1012-1031页

作者： Fernaeus, Ylva Tholander, Jakob Stockholm Univ Dept Comp Sci & Syst S-16440 Kista Sweden

Research on computer programming usually views the interactions as mostly cognitively based, with focus on concepts such as memory, perception and conceptual understanding. However, the current trend towards embodied and social perspectives on interaction provides an alternative way of looking at interactive processes, instead emphasising aspects such as social and physical performance with and around technology. We have explored a range of activities and tools that explicitly address these aspects in programming, with a specific focus on children's making of own computer games and simulations. We exemplify this work through three different situations where tools and activities are used by children as recourses for building of interactive systems, while at the same time allowing for bodily action in negotiation of design ideas. We discuss how situations like these may provide directions for new technologies for programming as well as methodological developments in the area of interaction design. (c) 2006 Elsevier B.V. All rights reserved.

关键词： interaction design tangible programming performance in interaction design children's programming

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