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Robotic Intelligence In Informationally Structured Space (RiiSS)

作者： Kakehashi, Shun Motoyoshi, Tatsuo Koyanagi, Ken'ichi Oshima, Toru Masuta, Hiroyuki Kawakami, Hiroshi Toyama Prefectural Univ Dept Intelligent Syst Design Engn Kurokawa 5180 Imizu Toyama Japan Kyoto Univ Unit Design Sakyo Ku Kyoto Kyoto Japan

ISBN: (纸本)9781479944644

As a method of teaching fundamental programming concepts to visually impaired persons and novice programmers, we developed the P-CUBE algorithm education tool, with which users are able to control a mobile robot simply by positioning wooden blocks on a mat. The fundamental programming concepts taught by P-CUBE consist of three elements: sequences, branches and loops. The P-CUBE system consists of a mobile robot, a program mat, programming blocks, and a personal computer (PC). The programming blocks utilize radio frequency identification (RFID) tags alone, and thus require no precision equipment such as microcomputers. Furthermore, since P-CUBE is designed to be operated via tactile information, it can be utilized by visually impaired persons. In this paper, we report on the P-CUBE system configuration and a programming workshop held for visuarlly impaired persons. We then propose P-CUBE device improvements formulated through subjective assessments obtained from workshop participants.

关键词： algorithm education Block interface Tangible interface Programming tool

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Practices of algorithm education based on discovery learning using a program visualization system

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Research and Practice in Technology Enhanced Learning 2016年第1期11卷 1-19页

作者： Yamashita, Koichi Fujioka, Ryota Kogure, Satoru Noguchi, Yasuhiro Konishi, Tatsuhiro Itoh, Yukihiro Faculty of Business Administration Tokoha University 1230 Miyakoda Kita-ku Hamamatsu 431-2102 Shizuoka Japan Graduate School of Informatics Shizuoka University 3-5-1 Johoku Naka-ku Hamamatsu 432-8011 Shizuoka Japan Faculty of Informatics Shizuoka University 3-5-1 Johoku Naka-ku Hamamatsu 432-8011 Shizuoka Japan Shizuoka University 3-5-1 Johoku Naka-ku Hamamatsu 432-8011 Shizuoka Japan

In this paper, we describe three practical exercises relating to algorithm education. The exercises are based on a learning support system that offers visualization of program behavior. Systems with the ability to visualize program behavior are effective to promote the understanding of algorithm behavior. The introduction of these systems into an algorithm course is expected to allow learners to cultivate a more thorough understanding. However, almost all existing systems cannot incorporate the teacher’s intent of instruction that may be necessary to accommodate learners with different abilities by using a different instructional approach. Based on these considerations, we conducted classroom practice sessions as part of an algorithm course by incorporating the visualization system we developed in our previous work. Our system visualizes the target domain world according to the visualization policy defined by the teacher. Our aim with the practical classes is to enable learners to understand the properties of algorithms, such as the number of comparisons and data exchanges. The contents of the course are structured such that the properties of an algorithm can be understood by discovery learning in the practical work. In this paper, we provide an overview of our educational practices and learners’ responses and show that the framework we use in our practices can be established in algorithm classes. Furthermore, we summarize the requirements for the inclusion of discovery learning in the algorithm classes as the knowledge obtained from our practices. © 2016, The Author(s).

关键词： algorithm education Classroom practice Discovery learning Domain world model Learning support system

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Complementary Functions and Potential of Generative AI in algorithm education

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计算机教育 2023年第12期 221-231页

作者： Guoqiang Li Yuxin Su the School of Software Shanghai Jiao Tong UniversityShanghai200240China the SJTU-Paris Elite Institute of Technology Shanghai Jiao Tong UniversityShanghai200240China

In today’s digital era,algorithms have become an indispensable part of our daily lives and *** education plays a crucial role in computer science and software engineering,aiming to cultivate students’problem-solving skills and computational ***,traditional algorithm education often requires significant time and efforts from teachers,lacks interactivity,and provides limited *** rapid advancement of AI technology,particularly generative models,and large language models(LLMs),has the potential to revolutionize computer *** like OpenAI’s GPT-4 and ChatGPT have conversational capabilities and contribute to various aspects of computer ***-3.5,as an assistant in algorithm education,assists teachers in automatically generating explanations and algorithmic examples to enhance students’understanding of *** existing research has certain limitations,such as focusing on specific scenarios and lacking comprehensive benchmark testing,this paper explores the role of ChatGPT(GPT-3.5)in algorithm *** refining prompts and evaluating generative capabilities,the study demonstrates that GPT-3.5 holds significant potential as a teaching *** an average accuracy of ***-3.5 can generate explanations,code examples,and visualizations of the corresponding *** tests including algorithm problem-solving and examples giving also prove the practicability of GPT-3.5 in algorithm education.

关键词： ChatGPT Large language models Code generation AI education Computing education algorithm education

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Bedside echo for chest pain: an algorithm for education and assessment

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ADVANCES IN MEDICAL education AND PRACTICE 2016年 7卷 293-300页

作者： Amini, Richard Stolz, Lori A. Kartchner, Jeffrey Z. Thompson, Matthew Stea, Nicholas Hawbaker, Nicolaus Joshi, Raj Adhikari, Srikar Univ Arizona Med Ctr Dept Emergency Med POB 245057 Tucson AZ 85724 USA

Background: Goal-directed ultrasound protocols have been developed to facilitate efficiency, throughput, and patient care. Hands-on instruction and training workshops have been shown to positively impact ultrasound training. Objectives: We describe a novel undifferentiated chest pain goal-directed ultrasound algorithm-focused education workshop for the purpose of enhancing emergency medicine resident training in ultrasound milestones competencies. Methods: This was a cross-sectional study performed at an academic medical center. A novel goal-directed ultrasound algorithm was developed and implemented as a model for teaching and learning the sonographic approach to a patient with undifferentiated chest pain. This algorithm was incorporated into all components of the 1-day workshop: asynchronous learning, didactic lecture, case-based learning, and hands-on stations. Performance comparisons were made between postgraduate year (PGY) levels. Results: A total of 38 of the 40 (95%) residents who attended the event participated in the chest pain objective standardized clinical exam, and 26 of the 40 (65%) completed the entire questionnaire. The average number of ultrasounds performed by resident class year at the time of our study was as follows: 19 (standard deviation [SD]=19) PGY-1, 238 (SD=37) PGY-2, and 289 (SD=73) PGY-3. Performance on the knowledge-based questions improved between PGY-1 and PGY-3. The application of the novel algorithm was noted to be more prevalent among the PGY-1 class. Conclusion: The 1-day algorithm-based ultrasound educational workshop was an engaging learning technique at our institution.

关键词： point-of care ultrasound algorithm education education chest pain bedside ultrasound POCUS

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Reflections on Teaching algorithm Courses 2025

Reflections on Teaching Algorithm Courses

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56th Technical Symposium on Computer Science education

作者： Velazquez-Iturbide, J. Angel Univ Rey Juan Carlos Dept Informat & Stat Madrid 28933 Spain

ISBN: (纸本)9798400705328

There has been much less debate within the computing research community about teaching algorithms than about teaching introductory programming. However, it is advisable (or even necessary) to hold public discussions about different issues, independently of more focused research efforts. This position paper addresses two themes. Firstly, it advocates for an experiential approach to learning algorithms, as a complement to the more common formal and engineering approaches. We show how visualization and benchmarking can make algorithms more concrete to students and their learning more active and insightful. Secondly, we argue that some conceptual models present in algorithm textbooks are imprecise, or even implicit, making difficult to learn their corresponding topics. We elaborate on this concern by stressing that several algorithm design techniques address a specific class of problems (namely, optimization ones) and by visiting several aspects of three design techniques (greedy algorithms, dynamic programming and branch-and-bound).

关键词： algorithm education optimization problems visualization experimental measures conceptual models algorithm design techniques

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Programming in Japanese for literacy education

Programming in Japanese for literacy education

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3rd IFIP Conference on History of Computing and education History of Computing held at the 20th World Computer Congress

作者： Okada, Ken Sugiura, Manabu Matsuzawa, Yoshiaki Araki, Megumi Ohhva, Hajime Keio Univ Grad Sch Media & Governance 5322 Endo Fujisawa Kanagawa 2528520 Japan

ISBN: (纸本)9780387096568

We have developed a programming language Kotodama (means "what you speak becomes reality") in which a source program can be read as authentic Japanese language and be executed as a programming language at the same time. We put Kotodama into a teaching environment Squeak developed by Alan Kay and have developed several programming courses on it. We have found that explanation of a programming language becomes Unnecessary and that we can concentrate on algorithm development by examining a program text that can be read as Japanese. We believe that this programming course (:an work as natural language writing course as well for precise description.

关键词： programming in Japanese word order postfix notation algorithm education

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ARCat: A Tangible Programming Tool for DFS algorithm Teaching 19

ARCat: A Tangible Programming Tool for DFS Algorithm Teachin...

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18th Annual ACM Interaction Design and Children (IDC)

作者： Deng, Xiaozhou Wang, Danli Jin, Qiao Sun, Fang Chinese Acad Sci State Key Lab Management & Control Complex Syst Inst Automat Beijing Peoples R China Univ Chinese Acad Sci Sch Comp & Control Engn Beijing Peoples R China Liaoning Normal Univ Sch Comp & Informat Technol Dalian Peoples R China

ISBN: (纸本)9781450366908

In this paper we present ARCat, a tangible programming tool designed to help children learn Depth First Search (DFS) algorithm with augmented reality (AR) technology. With this tool, children could use tangible programming cards to control a search process, rather than control virtual characters directly. With the special design of card semantics and real-time feedback, the cognitive load of the learning process had been proved to be affordable to children (ages 8-9) with the result of our preliminary evaluation, which shows the possibility of basic algorithm education for young children with tangible interface.

关键词： Tangible User Interfaces Augmented Reality algorithm education Computational thinking

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P-CUBE: Block Type Programming Tool for Visual Impairments

P-CUBE: Block Type Programming Tool for Visual Impairments

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Conference on Technologies and Applications of Artificial Intelligence (TAAI)

作者： Kakehashi, Shun Motoyoshi, Tatsuo Koyanagi, Ken'ichi Ohshima, Toru Kawakami, Hiroshi Toyama Prefectural Univ Dept Intelligent Syst Design Engn Toyama Japan Kyoto Univ Grad Sch Informat Kyoto Japan

ISBN: (纸本)9781479925285

We developed P-CUBE, which is an education tool for programming mobile robots, and confirmed the system operation. Elementary school and junior high school students have recently begun to learn programming using PCs. Students who are taught how to create programs are often required to use an interface of a personal computer. This method keeps visually impaired and younger children from learning programming. Furthermore, the cost associated with PCs is often prohibitive. In an attempt to address these problems, we have developed P-CUBE, which is a new programming education tool. P-CUBE consists of cubic blocks and a program mat. The user creates a program by laying out surface gap blocks on the program mat based on the structure of the algorithm. RFID readers are arranged in the programming mat, and the information of the RFID tags in the blocks is read in order to specify the location of each block. P-CUBE is considered to be nearly indestructible because of its simple structure and is expected to be used as an educational toy for students.

关键词： algorithm education block interface tangible programming tool

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