Learning Experiences in Programming: The Motivating Effect of a Physical Interface

A study of undergraduate students learning to program compared the use of a physical interface with use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions characterized by the HUMAINE scheme were analysed, identifying the links between the emotions experienced during programming and their origin. By capturing the emotional experiences of learners immediately after a programming experience, evidence was collected of the very positive emotions experienced by learners developing a program using a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface

Using mobile RE tools to give end-users their own voice

Researchers highlight end-user involvement in system design as an important concept for developing useful and usable solutions. However, end-user involvement in software engineering is still an open-ended topic. Novel paradigms such as service-oriented computing strengthen the need for more active end-user involvement in order to provide systems that are tailored to individual end-user needs. Our work is based on the fact that the majority of end-users are familiar with mobile devices and use an increasing number of mobile applications. A mobile tool enabling end-user led requirements elicitation could be just one of many applications installed on end-users' mobile devices. In this paper, we present a framework of end-user involvement in requirements elicitation which motivates our research. The main contribution of our research is a tool-supported requirements elicitation approach allowing end-users to document needs in situ. Furthermore, we present first evaluation results to highlight the feasibility of on-site end-user led requirements elicitation

Designing Engaging Learning Experiences in Programming

In this paper we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies to explore how programming tasks could be framed to motivate learners. Our empirical findings from these four field studies are summarized here, with a particular focus upon one – Whack a Mole – which compared the use of a physical interface with the use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions reported by two sets of participant undergraduate students were analyzed, identifying the links between the emotions experienced during programming and their origin. Evidence was collected of the very positive emotions experienced by learners programming with a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface. A follow-up study provided further evidence of the motivation of personalized design of programming tangible physical artefacts. Collating all the evidence led to the design of a set of ‘Learning Dimensions’ which may provide educators with insights to support key design decisions for the creation of engaging programming learning experiences

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Aerospace medicine and biology: A continuing bibliography with indexes (supplement 341)

This bibliography lists 133 reports, articles and other documents introduced into the NASA Scientific and Technical Information System during September 1990. Subject coverage includes: aerospace medicine and psychology, life support systems and controlled environments, safety equipment, exobiology and extraterrestrial life, and flight crew behavior and performance