Block-Based Development of Mobile Learning Experiences for the Internet of Things

The Internet of Things enables experts of given domains to create smart user experiences for interacting with the environment. However, development of such experiences requires strong programming skills, which are challenging to develop for non-technical users. This paper presents several extensions to the block-based programming language used in App Inventor to make the creation of mobile apps for smart learning experiences less challenging. Such apps are used to process and graphically represent data streams from sensors by applying map-reduce operations. A workshop with students without previous experience with Internet of Things (IoT) and mobile app programming was conducted to evaluate the propositions. As a result, students were able to create small IoT apps that ingest, process and visually represent data in a simpler form as using App Inventor's standard features. Besides, an experimental study was carried out in a mobile app development course with academics of diverse disciplines. Results showed it was faster and easier for novice programmers to develop the proposed app using new stream processing blocks.Spanish National Research Agency (AEI) - ERDF fund

The Effect of Student Learning Styles on the Learning Gains Achieved When Interactive Simulations Are Coupled with Real-Time Formative Assessment via Pen-Enabled Mobile Technology

This paper describes results from a project in an undergraduate engineering physics course that coupled classroom use of interactive computer simulations with the collection of real-time formative assessment using pen-enabled mobile technology. Interactive simulations (free or textbook-based) are widely used across the undergraduate science and engineering curriculia to help actively engaged students increase their understanding of abstract concepts or phenomena which are not directly or easily observable. However, there are indications in the literature that we do not yet know the pedagogical best practices associated with their use to maximize learning. This project couples student use of interactive simulations with the gathering of real-time formative assessment via pen-enabled mobile technology (in this case, Tablet PCs). The research question addressed in this paper is: are learning gains achieved with this coupled model greater for certain types of learners in undergraduate STEM classrooms? To answer this, we correlate learning gains with various learning styles, as identified using the Index of Learning Styles (ILS) developed by Felder and Soloman. These insights will be useful for others who use interactive computer simulations in their instruction and other adopters of this pedagogical model; the insights may have broader implications about modification of instruction to address various learning styles.Comment: 6 pages 2 tables and 1 figur

Construction and validation of a questionnaire to assess student satisfaction with mathematics learning materials

Sixth Edition Technological Ecosystems for Enhancing MulticulturalityMathematics is an essential branch for the scientific development and its study is mandatory in most university degrees. However, currently the level of academic performance and motivation of students to learn this science is not the desired one. The students can use different learning tools inside and outside the math classroom, enhancing the quality of the learning materials that are designed essentially to facilitate the learning of mathematics. The present research project aims to determine the validity and reliability of a measurement instrument that allows theassessment of the satisfaction of the students with the availablelearning materials. To fulfill the objectives of this research, the method of survey was used. A study with a quantitative approach was developed, which led to the design and validation of a questionnaire by a group of 7 experts. The validation closed after applying a pilot study with 728 students. It concluded positively, obtaining nine factors that coincide with the revision of the literature: technological quality, quality of content, visual quality, didactic significance, adequacy of content, relationship between theory and practice, involvement, contribution to learning, relevance and interaction between educational actors. The results of this questionnaire provide to the international scientific community with relevant information for the design, selection, and use of study materials in the classrooms, which will contribute to raising the levels of student engagement, and their academic performance in mathematics, secondaril

Teaching Physics Using Virtual Reality

We present an investigation of game-like simulations for physics teaching. We report on the effectiveness of the interactive simulation "Real Time Relativity" for learning special relativity. We argue that the simulation not only enhances traditional learning, but also enables new types of learning that challenge the traditional curriculum. The lessons drawn from this work are being applied to the development of a simulation for enhancing the learning of quantum mechanics

Designing experiments using digital fabrication in structural dynamics

In engineering, traditional approaches aimed at teaching concepts of dynamics to engineering students include the study of a dense yet sequential theoretical development of proofs and exercises. Structural dynamics are seldom taught experimentally in laboratories since these facilities should be provided with expensive equipment such as wave generators, data-acquisition systems, and heavily wired deployments with sensors. In this paper, the design of an experimental experience in the classroom based upon digital fabrication and modeling tools related to structural dynamics is presented. In particular, all experimental deployments are conceived with low-cost, open-source equipment. The hardware includes Arduino-based open-source electronics whereas the software is based upon object-oriented open-source codes for the development of physical simulations. The set of experiments and the physical simulations are reproducible and scalable in classroom-based environments.Peer ReviewedPostprint (author's final draft

Functional Skills Support Programme: Developing functional skills in science

This booklet is part of "... a series of 11 booklets which helps schools to implement functional skills across the curriculum. The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4. Each booklet contains an introduction to functional skills for subject teachers, three practical planning examples with links to related websites and resources, a process for planning and a list of additional resources to support the teaching and learning of functional skills." - The National Strategies website

Theoretical models of the role of visualisation in learning formal reasoning

Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity. The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research

The role of virtual reality in built environment education

This study builds upon previous research on the integration of Virtual Reality (VR) within the built environment curriculum and aims to investigate the role of VR and three-dimensional (3D) computer modelling on learning and teaching in a school of the built environment. In order to achieve this aim, a number of academic experiences were analysed to explore the applicability and viability of 3D computer modelling and VR into built environment subject areas. Although two-dimensional (2D) representations have been greatly accepted by built environment professions and education, 3D computer representations and VR applications, offering interactivity and immersiveness, are not yet widely accepted. The study attempts to understand the values and challenges of integrating visualisation technologies into built environment teaching and investigates tutors’ perceptions, opinions and concerns with respect to these technologies. The study reports on the integration process and considers how 3D computer modelling and VR technologies can combine with, and extend, the existing range of learning and teaching methods appropriate to different disciplines and programme areas

Astrophysics datamining in the classroom: Exploring real data with new software tools and robotic telescopes

Within the efforts to bring frontline interactive astrophysics and astronomy to the classroom, the Hands on Universe (HOU) developed a set of exercises and platform using real data obtained by some of the most advanced ground and space observatories. The backbone of this endeavour is a new free software Web tool - Such a Lovely Software for Astronomy based on Image J (Salsa J). It is student-friendly and developed specifically for the HOU project and targets middle and high schools. It allows students to display, analyze, and explore professionally obtained astronomical images, while learning concepts on gravitational dynamics, kinematics, nuclear fusion, electromagnetism. The continuous evolving set of exercises and tutorials is being completed with real (professionally obtained) data to download and detailed tutorials. The flexibility of the Salsa J platform tool enables students and teachers to extend the exercises with their own observations. The software developed for the HOU program has been designed to be a multi-platform, multi-lingual experience for image manipulation and analysis in the classroom. Its design enables easy implementation of new facilities (extensions and plugins), minimal in-situ maintenance and flexibility for exercise plugin. Here, we describe some of the most advanced exercises about astrophysics in the classroom, addressing particular examples on gravitational dynamics, concepts currently introduced in most sciences curricula in middle and high schools.Comment: 10 pages, 12 images, submitted to the special theme issue Using Astronomy and Space Science Research in Physics Courses of the American Journal of Physic