This paper examines the main robot programming strategies and how they are used in the educational context. We analyze the advantages and drawbacks of the most common programming strategies in educational robotics suc...
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ISBN:
(纸本)9781538603987
This paper examines the main robot programming strategies and how they are used in the educational context. We analyze the advantages and drawbacks of the most common programming strategies in educational robotics such as textual, visual, and tangible based programming. Additionally, it explores the approach of programming by demonstrations PbD in an educational context. We identify the main PbD techniques, such as demonstrations through manipulation of the body of the learner robot or a model of the robot, demonstrations through the body motions of a human o robot teacher, demonstrations through the behavior of an object, among others. The paper also identifies the programming techniques that allow non programmers to create a robot program easily. Furthermore, we present research opportunities of intuitive robot programming in an educational context. Currently, the scope and impact of robot-based activities have primarily focused on the teaching and learning of technical subjects. In this paper, we discuss some characteristics that robot programming environments should have to facilitate the integration of educational robotics in the learning and teaching processes of non-technical school subjects.
This proposal presents a modular system design for a set of programmable tools with various form factors inspired by the relations between human body parts and industrial elements. By providing functional forms to sen...
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ISBN:
(纸本)9781450335829
This proposal presents a modular system design for a set of programmable tools with various form factors inspired by the relations between human body parts and industrial elements. By providing functional forms to sensors and actuators, and tangible methods of programming behaviors to the objects, we propose a more customizable experience in the area of the Internet of Things. We explore the design space through studying motions in everyday elements and introduce applications of digitally enabled modules in form factors such as hinge, joints, zipper etc. Lastly, we investigate physical ways to program these modules that affords playful interactions in the tangible world. The workshop will first focus on using probes, brainstorming toolkits to generate the design ideas related to themes such as super-powers, environments as extension of the body and next generation of ubiquitous computing [5]. By using the resources and tool-kits provided by the workshop organizers, participants will generate proof-of-concept prototype as final deliverables. Participants are required to bring personal laptops.
Computational thinking has received increased attention over the past several years and is considered by many to be a fundamental and necessary literacy for children. One approach to teaching this skill has been throu...
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ISBN:
(纸本)9781450353786
Computational thinking has received increased attention over the past several years and is considered by many to be a fundamental and necessary literacy for children. One approach to teaching this skill has been through tangible programming since it facilitates intuitive interaction with children. In this paper, we introduce CodeTrain and CodeBox, two motorized toys whose behavior can be programmed through wooden building blocks without the use of a computer, tablet, or screen-based interface. The goal with both these designs is to foster playful exploration of computational thinking in pre-adolescent children through tangible objects. We describe the design process from the conceptual design to the functional prototype. Furthermore, we present first impressions of the prototypes from a pilot study and highlight some lessons learned from our first iteration.
Computational thinking is now included in K-5 classrooms and this has led to a demand for new interactive and collaborative learning tools that engage a younger audience. Block-based programming and educational games ...
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ISBN:
(纸本)9781450394338
Computational thinking is now included in K-5 classrooms and this has led to a demand for new interactive and collaborative learning tools that engage a younger audience. Block-based programming and educational games have both been shown to be effective at engaging children, however they have limitations with respect to supporting collaborative learning and equitable access. Our goal in designing Run, Llama, Run was to build on the positive aspects of block-based programming and educational games while also addressing these limitations. Furthermore, we are using Run, Llama, Run as a platform to explore the trade-offs between digital and tangible interfaces to understand how best to support equitable access while maintaining learning, engagement, and collaboration.
tangible programming is interpreted by many authors as a privileged way to introduce basic programming concepts to children. In this article we present a brief definition of the term tangible programming and describe ...
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ISBN:
(纸本)9789893334362
tangible programming is interpreted by many authors as a privileged way to introduce basic programming concepts to children. In this article we present a brief definition of the term tangible programming and describe the validation process of an educationally programmed robot for education. Finally, we present the perceptions of primary school teachers when evaluating the robot and the tasks developed for a STEM content approach using the robot.
Designing toolkits for teaching programming concepts to children using robots has received growing attention in recent years. However, teaching preschool children computational concepts, such as non-determinism and ev...
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Past research has shown that the use of tangible programming platforms in computing education can enhance students' interest, engagement, and collaboration within workgroups. However, to this day, the adoption of ...
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ISBN:
(纸本)9781450368742
Past research has shown that the use of tangible programming platforms in computing education can enhance students' interest, engagement, and collaboration within workgroups. However, to this day, the adoption of such interfaces in classrooms has remained relatively scarce. This is possibly due to the expenses and efforts necessary to acquire, set up and maintain such platforms. In this context, the use of paper as a principal means of interaction represents an inexpensive and versatile solution, that additionally harnesses the prevalence of paper in classrooms. This work, therefore, introduces PaPL, an easily reproducible platform for paper-based programming languages. The platform was evaluated in two exploratory user studies. The first study aimed at investigating the interaction of over 100 senior year high school students with the platform under varying conditions of group size and usage constraints. In the second study, the platform was tested with 32 sixth-graders and 2 teachers to evaluate its usage in an authentic context. The results indicate that group size may affect active discussion and error count, while usage constraints may affect active discussion of students interacting with the platform. Moreover, the classroom study shows promising results with regard to the use of PaPL in formal education.
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