The other art of computer programming: A visual alternative to communicate computational thinking

The thesis will explore the implications of teaching computer science through visual communication. This study aims to define a framework for using pictures within learning computer science. Visual communication materials for teaching computer science were created and tested with Year 8 students. Along with a recent commercial and political focus on the introduction of coding to adolescents, it appears that the computer industry has a large shortfall of programmers. Accompanying this shortfall is a rise among adolescents in the preference for visual communication (Brumberger, 2011; Coats, 2006; Oblinger et al., 2005; Prensky, 2001; Tapscott, 1998) while textual communication currently dominates the teaching materials in the computing discipline. This study looks at the learning process and utilises the ideas of Gibson, Dewey and Piaget to consider the role of visual design in teaching programming. According to Piagetian theory Year 8 is the time a child begins to understand abstract thought. This research investigated through co-creation and prototyping how to creatively support cognition within the learning process. Visual communication theories, comprising the fields of graphic and information design, were employed to communicate computer science to approximately 60 junior high school students across eight schools. Literature in a range of visual communication fields is reviewed along with the psychology of perception and cognition to help create a prototype lesson plan for the target audience of Year 8 students. The history of computer science is reviewed to illustrate the mental imagery within the discipline and also to explore computational thinking concepts. These concepts are . . . the metaphors and structures that underlie all areas of science and engineering (Guzdial, 2008). The participants’ attitudes increased toward learning programming through visual communication. Quantitative questionnaires were used to gather data on cognition and measure the effectiveness of the learning process. Thirteen hypotheses were established concerning learning programming through pictures from the quantitative data. Focus groups further triangulated data gathered in the quantitative stage. Approximately seventy percent of the participants understood seventy percent of the information within the instrumentation. Models of intent to learn programming through pictures were established using structural equation modelling (SEM). Outcomes of the exegesis are a framework for using pictures that demonstrates computational thinking and explains the research

Visual Programming: Concepts and Implementations

The computing environment has changed dramatically since the advent of the computer. Enhanced computer graphics and sheer processing power have ushered in a new age of computing. User interfaces have advanced from simple line entry to powerful graphical interfaces. With these advances, computer languages are no longer forced to be sequentially and textually-based. A new programming paradigm has evolved to harness the power of today's computing environment - visual programming. Visual programming provides the user with visible models which reflect physical objects. By connecting these visible models to each other, an executable program is created. By removing the inherent abstractions of textual languages, visual programming could lead computing into a new era

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

HyperCell

This research believes that understanding the relationship between Interactive Architecture and the principles of biology will become a mainstream research area in future architectural design. Aiming towards achieving the goal of “making architecture as organic bodies”, almost all the current digital techniques in architectural design are executed using computational simulation: digital fabrication technologies and physical computing. Based on its’ main biological inspirations, Evolutionary Development Biology (Evo-Devo), this research intends to propose a novel bio-inspired design thinking wherein architecture should become analogs to the growing process of living organisms (Figure 6.1). Instead of being born from static optimization results most of the architecture seems content at aiming for nowadays, this research is looking towards designing dynamic architectural bodies which can adapt to the constantly changing environments and are thus seeking optimization in real-time. In other words, architecture should come “alive” as a living creature in order to actively optimize itself with respect to dynamic environmental conditions and user behavior’ requirements in real-time. Following the notion of “architecture as organic bodies”, six major topics were derived from the publication of “New Wombs: Electric Bodies and Architectural Disorders” (Palumbo, 2000). These topics are aimed at initiating critical discussions between body and space, which, are used here to re-interpret six main traits of being an interactive architecture: Dis-measurement, Uprooting, Fluidity, Visceral Nature, Virtuality, and Sensitivity. These six topics merge diverse key points from aforementioned chapters including outlining the vision of active interacting architecture, the transformation of human bodies under digital culture, the profound biological inspiration from Evo-Devo and the fundamental componential notion of swarm, which leads to the ultimate notion of embodying organic body-like interactive Bio-architecture. Dis-measurement: Acknowledging the premise of “architecture (technology) as an extension of human bodies” proposed by Marshall McLuhan (McLuhan, Understanding Media: The Extensions of Man, 1964), it is, still difficult to explicitly define the boundary of a space, especially in the context of a borderless cyberspace (the Internet). Space in such a context expands more than ever before and thus makes traditional measurements techniques unfeasible. With cyberspace, people can be virtually present in different places at the same time, thus breaking existing physical boundaries of a space. From another point of view, space as an extension of our bodies constantly adapting to environmental conditions and user demands, creates an intimate linkage between physical bodies and spatial bodies. Interaction in such instances can be seen from a micro-scale: between biological cells and intelligent architectural components to the macro-scale: between physical organic bodies and spatial bodies/architectural space. Uprooting: Apart from further extending the “Dis-measurement” idea by directly plugging into cyberspace (the Internet), “Uprooting” is also interpreted as adaptation devoid of any site/location constraints. In other words, the idea of “Uprooting” implies, generating an architecture that can adjust/modify in accordance with its existing surroundings by interactions between its smallest intelligent components like cells in a body searching for dynamic equilibrium. In this case, architecture has no particular reason to be designed as “rooted” on sites. Fluidity: With the neural system inside the body, most of the messages can be transmitted, received and sent within less than a millionth of a second. To envision architecture as an information processor, which has abilities to react to dynamic environmental conditions and user demands, efficient information protocols must be built into such an organic architectural body to create seamless exterior/interior transformations. Visceral Nature: Visceral can be interpreted in the form of an embodied organ. This implies envisioning architecture in the form of a living-entity. It is no longer the case of mimicking a natural form and thus claiming a building to be organic, but rather instigates one to look deeper into the principles of a natural form’s morphogenesis and apply these to generate a truly organic space. Through the study of Evo-Devo, several principles will be applied to generate an interactive organic Bio-architecture. It is thus not an organic looking shape that matters, but the principles behind the shape, which matter. For instance, principles of self-organization, self-assembly, and self-adaptation, providing possibilities of making body-like architectures with multi-directional and multi-modal communications both inside out and outside in. An intelligent architecture, should “live” in the environment just as how the body lives with its’ Visceral Nature. Virtuality: It is impossible to talk about physical space without mentioning virtual space nowadays. From cyberspace, augmented reality to virtual reality, “Virtuality” is related to “interaction” since the beginning and has gradually become an inevitable aspect of our daily lives. In fact, virtual space has to still use constraints from the physical world to enhance experiential aspects. The ultimate goal of virtual reality here is not to end up with a VR helmet and keep constantly being stimulated by electronic messages, but to bring the physical to the virtual and in the process, attempt to search for a dynamic balance between the virtual and real by merging them together. With the assistance of virtual reality, novel unrealistic space can still be realized into creative tangible immersive and fascinating spaces, which, earlier was not possible. Sensitivity: The notion of “architecture is an extension of human bodies”, is crucial to embrace, if we consider enhancing the sensing abilities of the space as a body not only externally but also internally. In a digital space, active sensing can be achieved by attaching specific devices. In an interactive space, like an organic body, the sensing capabilities of the space have to be fast, accurate, intuitive, and predictive. The sensing system should thus not only work externally to sense the surrounding environment but also internally in order to fulfill the users’ demands in time. With such a connection between human bodies and spatial bodies, it should become relatively understandable for the space to know the requirements of the users by means of hand gestures instead of verbal cues. The sensitivity, in this case, should rely on local information distribution as a bottom-up system rather than a top-down centralized demanding structure

The development of design guidelines for educational programming environments

Introductory programming courses at university are currently experiencing a significant dropout and failure rate. Whilst several reasons have been attributed to these numbers by researchers, such as cognitive factors and aptitude, it is still unclear why programming is a natural skill for some students and a cause of struggle for others. Most of the research in the computer science literature suggests that methods of teaching programming and students’ learning styles as reasons behind this trend. In addition to the choice of the first programming language taught. With the popularity of virtual learning environments and online courses, several instructors are incorporating these e-learning tools in their lectures in an attempt to increase engagement and achievement. However, many of these strategies fail as they do not use effective teaching practices or recognise the learning preferences exhibited by a diverse student population. Therefore this research proposes that combining multiple teaching methods to accommodate different learners' preferences will significantly improve performance in programming. To test the hypothesis, an interactive web based learning tool to teach Python programming language (PILeT) was developed. The tool’s novel contribution is that it offers a combination of pedagogical methods to support student’s learning style based on the Felder-Silverman model. First, PILeT was evaluated by both expert and representative users to detect any usability or interface design issues that might interfere with students’ learning. Once the problems were detected and fixed, PILeT was evaluated again to measure the learning outcomes that resulted from its use. The experimental results show that PILeT has a positive impact on students learning programming

NASA space station automation: AI-based technology review

Research and Development projects in automation for the Space Station are discussed. Artificial Intelligence (AI) based automation technologies are planned to enhance crew safety through reduced need for EVA, increase crew productivity through the reduction of routine operations, increase space station autonomy, and augment space station capability through the use of teleoperation and robotics. AI technology will also be developed for the servicing of satellites at the Space Station, system monitoring and diagnosis, space manufacturing, and the assembly of large space structures

Software Development Process Modeling. Developers Perspective to Contemporary Modeling Techniques

Formal software development processes and well-defined development methodologies are nowadays seen as the definite way to produce high-quality software within time-limits and budgets. The variety of such high-level methodologies is huge ranging from rigorous process frameworks like CMMI and RUP to more lightweight agile methodologies. The need for managing this variety and the fact that practically every software development organization has its own unique set of development processes and methods have created a profession of software process engineers. Different kinds of informal and formal software process modeling languages are essential tools for process engineers. These are used to define processes in a way which allows easy management of processes, for example process dissemination, process tailoring and process enactment. The process modeling languages are usually used as a tool for process engineering where the main focus is on the processes themselves. This dissertation has a different emphasis. The dissertation analyses modern software development process modeling from the software developers’ point of view. The goal of the dissertation is to investigate whether the software process modeling and the software process models aid software developers in their day-to-day work and what are the main mechanisms for this. The focus of the work is on the Software Process Engineering Metamodel (SPEM) framework which is currently one of the most influential process modeling notations in software engineering. The research theme is elaborated through six scientific articles which represent the dissertation research done with process modeling during an approximately five year period. The research follows the classical engineering research discipline where the current situation is analyzed, a potentially better solution is developed and finally its implications are analyzed. The research applies a variety of different research techniques ranging from literature surveys to qualitative studies done amongst software practitioners. The key finding of the dissertation is that software process modeling notations and techniques are usually developed in process engineering terms. As a consequence the connection between the process models and actual development work is loose. In addition, the modeling standards like SPEM are partially incomplete when it comes to pragmatic process modeling needs, like light-weight modeling and combining pre-defined process components. This leads to a situation, where the full potential of process modeling techniques for aiding the daily development activities can not be achieved. Despite these difficulties the dissertation shows that it is possible to use modeling standards like SPEM to aid software developers in their work. The dissertation presents a light-weight modeling technique, which software development teams can use to quickly analyze their work practices in a more objective manner. The dissertation also shows how process modeling can be used to more easily compare different software development situations and to analyze their differences in a systematic way. Models also help to share this knowledge with others. A qualitative study done amongst Finnish software practitioners verifies the conclusions of other studies in the dissertation. Although processes and development methodologies are seen as an essential part of software development, the process modeling techniques are rarely used during the daily development work. However, the potential of these techniques intrigues the practitioners. As a conclusion the dissertation shows that process modeling techniques, most commonly used as tools for process engineers, can also be used as tools for organizing the daily software development work. This work presents theoretical solutions for bringing the process modeling closer to the ground-level software development activities. These theories are proven feasible by presenting several case studies where the modeling techniques are used e.g. to find differences in the work methods of the members of a software team and to share the process knowledge to a wider audience.Siirretty Doriast

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity