Tangible

Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students

philipp — Mon, 17 Aug 2020 11:05:17 +0000

Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students philipp Mon, 08/17/2020 - 13:05

Abstract

Programmable robots like Lego Mindstorms have proven to be an effective mediator to teach computer programming to school children. Therefore several projects that aim at increasing the interest in computer programming and computer science in general use robots as a cornerstone in their course concepts. Handing out robotic kits to the school students who have participated in the courses is not feasible, thus the learning content cannot be repeated and enhanced at home. We developed a flexible multi-user simulation environment for LEGO Mindstorms NXT robots which is closely integrated into our pedagogical teaching scenarios. User tests show that this environment can be successfully used to increase the long-term outreach of our courses. © 2011 Springer-Verlag Berlin Heidelberg.

Kammer, T., Brauner, P., Leonhardt, T., Schroeder, U.: Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students. In: Delgado Kloos, C. (ed.) Proceedings of the 6th European Conference on Technology Enhanced Learning (EC-TEL 2011), LNCS 6964. pp. 196–209. Springer Cham.

DOI

https://doi.org/10.1007/978-3-642-23985-4_16

The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders

philipp — Mon, 17 Aug 2020 10:51:10 +0000

The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders philipp Mon, 08/17/2020 - 12:51

Abstract

This study compares the effect of using tangible robots to using visual representations for introducing seventh graders (12 to 13 year old) to computer programming. The impact was measured on learning outcome, self-efficacy, class feedback and attitudes towards STEM (science, technology, engeneering and mathematics) topics. Results show that using robots to learn computer program- ming is beneficial, although no overall effect towards STEM topics could be shown. A huge gender gap in regard to subjective technical competence (STC) was found that negatively affected the participants’ performance. We provide approaches to leverage this gap and increase learning outcome and interest in STEM topics.

Brauner, P., Leonhardt, T., Ziefle, M., Schroeder, U.: The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders. In: Hromkovic, J., Královiè, R., and Vahrenhold, J. (eds.) Proceedings of the 4th International Conference on Informatics in Secondary Schools (ISSEP 2010), LNCS 5941. pp. 61–71. Springer-Verlag Berlin Heidelberg, Zurich, Switzerland (2010).

DOI

https://doi.org/10.1007/978-3-642-11376-5_7

Interactive FUrniTURE – Evaluation of Smart Interactive Textile Interfaces for Home Environments

philipp — Sun, 16 Aug 2020 08:24:23 +0000

Interactive FUrniTURE – Evaluation of Smart Interactive Textile Interfaces for Home Environments philipp Sun, 08/16/2020 - 10:24

Abstract

Ubiquitous computing strives to reach the \emph{calm computing} state where sensors and actuators disappear from the foreground of our surroundings into the fabric of everyday objects. Despite the great progress in embedded technology, artificial interfaces, such as remote controls and touch screens, remain the dominant media for interacting with smart everyday objects. Motivated by recent advancements in smart textile technologies, we investigate the usability and acceptance of fabric-based controllers in the smart home environment. In this article we describe the development and evaluation of three textile interfaces for controlling a motorized recliner armchair in a living room setting. The core of this contribution is the empirical study with twenty participants that contrasted the user experience of three textile-based interaction techniques to a standard remote control. Despite the slightly lower reliability of the textile interfaces, their overall acceptance was higher. The study shows that the hedonic quality and attractiveness of textile interfaces have higher impact on user acceptance compared to pragmatic qualities, such as efficiency, fluidity of interaction, and reliability. Attractiveness profits from the direct and nearly invisible integration of the interaction device into textile objects such as furniture.

Brauner, P., van Heek, J., Ziefle, M., Hamdan, N.A., Borchers, J.: Interactive FUrniTURE – Evaluation of Smart Interactive Textile Interfaces for Home Environments. In: Proceedings of the 2017 ACM International Conference on Interactive Surfaces and Spaces. pp. 151--160. ACM Press, Brighton, England (2017).

DOI

http://doi.acm.org/10.1145/3132272.3134128

Tangible

Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students

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The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders

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Interactive FUrniTURE – Evaluation of Smart Interactive Textile Interfaces for Home Environments

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