End-user experiences of visual and textual programming environments for Arduino

Arduino is an open source electronics platform aimed at hobbyists, artists, and other people who want to make things but do not necessarily have a background in electronics or programming. We report the results of an exploratory empirical study that investigated the potential for a visual programming environment to provide benefits with respect to efficacy and user experience to end-user programmers of Arduino as an alternative to traditional text-based coding. We also investigated learning barriers that participants encountered in order to inform future programming environment design. Our study provides a first step in exploring end-user programming environments for open source electronics platforms

Prototyping for non-designers : reflecting on the use of interactive prototyping tools

Scientists and designers show different problem-solving strategies. Where scientists generally adopt a strategy of analysis; designers are more inclined to solve a problem by synthesis. Instead of striving for a deep understanding and analysis of the problem, a designer tackles a problem by quickly generating a satisfactory solution. Prototyping is one of the tools for designers to conceptualise and realise new product solutions. Fifteen students in their final year at the university following Political and Communication Sciences received an introduction to the programs Makey Makey and Scratch. All participants had little to no experience with programming and prototyping. The reflections on the workshop are described from a teacher and students' point of view through qualitative interviews and a post survey. Results shine a light on the level of enjoyment, satisfaction and barriers of the students about the new learned tools. We conclude that interactive prototyping for non-designers is valuable and other non-design disciplines can quickly integrate such tools

Development of Tangible Code Blocks for the Blind and Visually Impaired

The fields of Science, Technology, Engineering, and Mathematics (STEM) have been growing at an accelerating rate in recent times. Knowing how to program has become one key skill for entering all of these STEM fields. However, many students find programming difficult. The block based programming language, Scratch, was specifically designed to lower hurdles to learning how to program for sighted students. Unfortunately, although very effective and widely used in K12 classrooms, Scratch, similar to other block based languages, is inaccessible to students who are blind and visually impaired (BVI). This thesis is part of a larger project to make the Scratch environment accessible to BVI students. The focus of this thesis is on creating a tangible code block design that: 1) is accessible to BVIs, 2) retains the reduced need to struggle with syntax of Scratch, 3) allows code construction through action, 4) and co-construction with other BVI and sighted students, and 5) can create moderately sized programs at low cost. The first several parts of this thesis consider the design and assessment process for the code blocks, which went through two iterations. The four major components of the first design iteration were: 1) the use of passive blocks, with use of 2) the local edge shape connectivity between blocks defining the program syntax, 3) telescoping tubing to allow nested expressions when valid, and 4) haptically legible commands for both Braille and non-Braille users. The first iteration of the block design was compared to a text based method in building and correcting operator expressions that included both simple and nested expressions of the arithmetic, relational and logical operators. BVI participants produced correct code significantly more when doing the tasks with the code blocks than with the text method. Although the text method was faster, it did not account for any additional time that would be needed to identify and change incorrect code before a program could be run. One weakness of the first iteration was that it was difficult for BVI participants to easily determine connectivity between validly connecting code blocks. The second design iteration considered the effect of embedding different degrees of magnetic attraction within the local shape connection to improve identification of the connectivity. It also considered how to represent some commands that had additional restrictions to those found with most of the other code block types. In particular, we considered the use of different “stopper” designs to prevent numeric literals from being placed in the left slot of a “set” command, which could only accept a variable. Results from a set of studies evaluating the ability of BVI participants to identify the connectivity between blocks found that the magnetic attraction within the connection significantly improved accuracy and ease of use, with the stronger magnetic connections preferred. They also found that a stopper design could be used for “exceptions”, with the longer stopper aligned with the local connection preferred. The final part of the thesis examines the use of the code blocks by the targeted population (BVI students in middle school) in a classroom setting within the context of the entire nonvisual interface. To do this, two day code camps were conducted with BVI middle school students, and recorded on video and audio. Qualitative content analysis was used to verify that the students interacted with the system as intended by the code block design. Results suggest that the students did interact with the code blocks as intended by the design, but minor improvements should be made to increase their ease of use. Participants did appear to have a positive experience with the code blocks and the system overall

Acoustic-based Smart Tactile Sensing in Social Robots

Mención Internacional en el título de doctorEl sentido del tacto es un componente crucial de la interacción social humana y es único entre los cinco sentidos. Como único sentido proximal, el tacto requiere un contacto físico cercano o directo para registrar la información. Este hecho convierte al tacto en una modalidad de interacción llena de posibilidades en cuanto a comunicación social. A través del tacto, podemos conocer la intención de la otra persona y comunicar emociones. De esta idea surge el concepto de social touch o tacto social como el acto de tocar a otra persona en un contexto social. Puede servir para diversos fines, como saludar, mostrar afecto, persuadir y regular el bienestar emocional y físico. Recientemente, el número de personas que interactúan con sistemas y agentes artificiales ha aumentado, principalmente debido al auge de los dispositivos tecnológicos, como los smartphones o los altavoces inteligentes. A pesar del auge de estos dispositivos, sus capacidades de interacción son limitadas. Para paliar este problema, los recientes avances en robótica social han mejorado las posibilidades de interacción para que los agentes funcionen de forma más fluida y sean más útiles. En este sentido, los robots sociales están diseñados para facilitar interacciones naturales entre humanos y agentes artificiales. El sentido del tacto en este contexto se revela como un vehículo natural que puede mejorar la Human-Robot Interaction (HRI) debido a su relevancia comunicativa en entornos sociales. Además de esto, para un robot social, la relación entre el tacto social y su aspecto es directa, al disponer de un cuerpo físico para aplicar o recibir toques. Desde un punto de vista técnico, los sistemas de detección táctil han sido objeto recientemente de nuevas investigaciones, sobre todo dedicado a comprender este sentido para crear sistemas inteligentes que puedan mejorar la vida de las personas. En este punto, los robots sociales se han convertido en dispositivos muy populares que incluyen tecnologías para la detección táctil. Esto está motivado por el hecho de que un robot puede esperada o inesperadamente tener contacto físico con una persona, lo que puede mejorar o interferir en la ejecución de sus comportamientos. Por tanto, el sentido del tacto se antoja necesario para el desarrollo de aplicaciones robóticas. Algunos métodos incluyen el reconocimiento de gestos táctiles, aunque a menudo exigen importantes despliegues de hardware que requieren de múltiples sensores. Además, la fiabilidad de estas tecnologías de detección es limitada, ya que la mayoría de ellas siguen teniendo problemas tales como falsos positivos o tasas de reconocimiento bajas. La detección acústica, en este sentido, puede proporcionar un conjunto de características capaces de paliar las deficiencias anteriores. A pesar de que se trata de una tecnología utilizada en diversos campos de investigación, aún no se ha integrado en la interacción táctil entre humanos y robots. Por ello, en este trabajo proponemos el sistema Acoustic Touch Recognition (ATR), un sistema inteligente de detección táctil (smart tactile sensing system) basado en la detección acústica y diseñado para mejorar la interacción social humano-robot. Nuestro sistema está desarrollado para clasificar gestos táctiles y localizar su origen. Además de esto, se ha integrado en plataformas robóticas sociales y se ha probado en aplicaciones reales con éxito. Nuestra propuesta se ha enfocado desde dos puntos de vista: uno técnico y otro relacionado con el tacto social. Por un lado, la propuesta tiene una motivación técnica centrada en conseguir un sistema táctil rentable, modular y portátil. Para ello, en este trabajo se ha explorado el campo de las tecnologías de detección táctil, los sistemas inteligentes de detección táctil y su aplicación en HRI. Por otro lado, parte de la investigación se centra en el impacto afectivo del tacto social durante la interacción humano-robot, lo que ha dado lugar a dos estudios que exploran esta idea.The sense of touch is a crucial component of human social interaction and is unique among the five senses. As the only proximal sense, touch requires close or direct physical contact to register information. This fact makes touch an interaction modality full of possibilities regarding social communication. Through touch, we are able to ascertain the other person’s intention and communicate emotions. From this idea emerges the concept of social touch as the act of touching another person in a social context. It can serve various purposes, such as greeting, showing affection, persuasion, and regulating emotional and physical well-being. Recently, the number of people interacting with artificial systems and agents has increased, mainly due to the rise of technological devices, such as smartphones or smart speakers. Still, these devices are limited in their interaction capabilities. To deal with this issue, recent developments in social robotics have improved the interaction possibilities to make agents more seamless and useful. In this sense, social robots are designed to facilitate natural interactions between humans and artificial agents. In this context, the sense of touch is revealed as a natural interaction vehicle that can improve HRI due to its communicative relevance. Moreover, for a social robot, the relationship between social touch and its embodiment is direct, having a physical body to apply or receive touches. From a technical standpoint, tactile sensing systems have recently been the subject of further research, mostly devoted to comprehending this sense to create intelligent systems that can improve people’s lives. Currently, social robots are popular devices that include technologies for touch sensing. This is motivated by the fact that robots may encounter expected or unexpected physical contact with humans, which can either enhance or interfere with the execution of their behaviours. There is, therefore, a need to detect human touch in robot applications. Some methods even include touch-gesture recognition, although they often require significant hardware deployments primarily that require multiple sensors. Additionally, the dependability of those sensing technologies is constrained because the majority of them still struggle with issues like false positives or poor recognition rates. Acoustic sensing, in this sense, can provide a set of features that can alleviate the aforementioned shortcomings. Even though it is a technology that has been utilised in various research fields, it has yet to be integrated into human-robot touch interaction. Therefore, in thiswork,we propose theATRsystem, a smart tactile sensing system based on acoustic sensing designed to improve human-robot social interaction. Our system is developed to classify touch gestures and locate their source. It is also integrated into real social robotic platforms and tested in real-world applications. Our proposal is approached from two standpoints, one technical and the other related to social touch. Firstly, the technical motivation of thiswork centred on achieving a cost-efficient, modular and portable tactile system. For that, we explore the fields of touch sensing technologies, smart tactile sensing systems and their application in HRI. On the other hand, part of the research is centred around the affective impact of touch during human-robot interaction, resulting in two studies exploring this idea.Programa de Doctorado en Ingeniería Eléctrica, Electrónica y Automática por la Universidad Carlos III de MadridPresidente: Pedro Manuel Urbano de Almeida Lima.- Secretaria: María Dolores Blanco Rojas.- Vocal: Antonio Fernández Caballer

Make or Shake: An Empirical Study of the Value of Making in Learning about Computing Technology

Learning about computing technology has become an increasingly important part of the school curriculum but it remains unclear how best to teach it to children. Here, we report on an empirical study that investigated how the process of making affects how children of different ages learn about computing technology. In one condition, they had to first make an electronic cube before conducting other activities and in the other they were given a ready made one to use. The results of the study show that for younger children, the making significantly improved their performance in a post-lesson test, whereas the older children performed equally well in both conditions. We discuss possible reasons for this, in terms of differences in creative appropriation. We also saw much spontaneous collaboration between the children that suggests making can encourage a collaborative relationship between children of different ages

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

Scoping study of the feasibility of developing a software tool to assist designers of pedestrian crossing places

This report is the outcome of a scoping study of how guidance can be provided for practising highway engineers in designing informal pedestrian crossing facilities. The main component of this report is an analysis by an IT consultant of a range of mechanisms for delivery of this. The study was informed by the opinions of a group of practitioners who have a direct interest in the provision of pedestrian facilities. These results are placed in context and their consequences are explored in the first part of the report

Learning Dimensions: Lessons from Field Studies

In this paper, we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming "Learning Dimensions" (LDs). The LDs provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. This paper describes the background to the identification of these LDs and how they could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design