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

An Edutainment Robotics System with Online Self-learning

東京都立大

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

Mastering the Hard Stuff: The History of College Concrete-Canoe Races and the Growth of Engineering Competition Culture

This article details the history of college engineering competitions, originating with student concrete-canoe racing in the 1970s, through today’s multi-million-dollar international multiplicity of challenges. Despite initial differences between engineering educators and industry supporters over the ultimate purpose of undergraduate competitions, these events thrived because they evolved to suit many needs of students, professors, schools, corporations, professional associations, and the engineering profession itself. The twenty-first-century proliferation of university-level competitions in turn encouraged a trickling-down of technical contests to elementary-age children and high schools, fostering the institutionalization of what might be called a competition culture in engineering

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

A Case Study: Motivational Attributes of 4-H participants engaged in Robotics

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement

Automating stem learning by engaging in artful-inspired play

A full range of experimental methodologies split between two distinct yet related projects was performed in an effort to define ways to automate STEM learning in artful-inspired play. Both projects aim to offer impactful learning experiences through artful-inspired activities meant to automate STEM (science, technology, engineering, mathematics) learning in children that are both scientifically and non-scientifically inclined. By participating in play that is both fun and engaging, learning is a byproduct of the activity which acts to automatically embed STEM knowledge and experiences within the user. Bridging the gap between STEM and artistic tendencies has the potential to provide a multi-faceted learning experience that could attract non-traditional STEM candidates, such as children with a passion for drawing. The first project presents the concept and initial prototype of a color-driven tangible learning environment that teaches mathematics, while the second project presents the preliminary results of longitudinal study conducted to analyze how children use hand-drawn sketching to expand and facilitate their design thinking for STEM-based activities. The Math Bright Blocks introduce a gaming module that intends to cognitively color code mathematical operations and automate STEM learning by achieving increased interest, cognitive speed, and excitement in children with regards to the field of mathematics. Conception, design, construction, and initial testing of the module were performed to innovate a new cross-cutting approach to education. However, through careful consideration, it was determined that the color space is too much of an unexplored arena and that additional theoretical frameworks and testing approaches are necessary for constructing an appropriate testing environment for color and its implications for children. Lastly, the ways children use sketching methods to communicate design ideas during a variety of activities in the Purdue sponsored GERI Toy Design Lab in Mechanical Engineering, including how color is utilized to communicate ideas, were evaluated. The activities that this observational research focuses on are those that purposefully implemented hand sketching; Marshmallow Tower, Sketching Workshop, and the NERF Blaster challenge. With only 17 participants, there are not enough data points to be able to offer any type of meaningful statistical significance. Therefore, this work acts to establish a foundation built upon initial observation on which future in-depth sketching analyses can be facilitated. Observations of the participants offered mixed results. The participants did not use sketching for iterative design, but suggested in the respective survey materials that sketching was important for design planning. Additionally, observations made during the NERF Blaster challenge suggest that children need a physical representation to visualize in order to be fully engaged in sketching for design. Color was rarely used to facilitate design communication, and when used, colors were seemingly chosen based on real-world representations

Enhancing Arts Teaching and Learning Through Mooc

This project is a collaborative effort by a group of Faculty of Applied and Creative Arts lecturers whom were involved in a MOOC project titled Application of ICT in Applied and Creative Arts. The objectives of this present project are twofold. First, it strives to identify problems rendered by using MOOC in the process of teaching and learning arts courses. Secondly, to enhance the use of MOOC by proposing solutions to the problems. Throughout the implementation of our MOOC project, it was found that while we were able to assess students’ understanding of the theoretical part of the project through quizzes, essays and polls, it was rather difficult to observe their overall process of completion such as drawing techniques, lighting set-ups for video production, reading notes and playing musical instruments, character design and other crucial elements that needs to be assessed