MakerArcade:Using Gaming and Physical Computing for Playful Making, Learning, and Creativity

The growing maker movement has created a number of hardware and construction toolkits that lower the barriers of entry into programming for youth and others, using a variety of approaches, such as gaming or robotics. For constructionist-like kits that use gaming, many are focused on designing and programming games that are single player, and few explore using physical and craft-like approaches that move beyond the screen and single player experiences. Moving beyond the screen to incorporate physical sensors into the creation of gaming experiences provides new opportunities for learning about concepts in a variety of areas in computer science and making. In this early work, we elucidate our design goals and prototype for a mini-arcade system that builds upon principles in constructionist gaming - making games to learn programming - as well as physical computin

Teaching fundamental computer science concepts utilizing manipulatives

This thesis presents innovative pedagogical approaches to teach fundamental Computer Science (CS) concepts, such as abstraction, representation, algorithms, and computation utilizing manipulatives, which are physical objects that students interact with to teach or reinforce a concept. Teaching and learning with manipulatives has a long history in science and mathematics education, but the development of and research on manipulatives to teach CS concepts is less common. Through observational field notes from a 6th-grade classroom and an interview with the teacher, this thesis discusses the affordances and drawbacks of the different approaches and manipulatives. We found that utilizing manipulatives led to increased student engagement and participation with the material, along with making teaching the material more exciting and engaging for the teacher. In addition, we found that manipulatives provided a way for student misunderstandings and errors to be more apparent through tinkering with the physical objects, along with the teacher being able to connect and further enforce multiple CS concepts through activities. However, we also observed drawbacks when implementing different manipulatives, specifically the algorithmic scaffolding restricted the ability for an algorithm to be created and designed in unique a way by a student, which could lead to less algorithmic creativity and freedom.Keywords: Computer Science, Manipulatives, Abstraction, Algorithms, Representation, Computation, Computer Science Educatio

Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers

This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and examined how the workshops supported broadening participation in mathematics by focusing on the connections between mathematical inquiry, nature, and the arts. Affordances include opportunities for hands-on learning, visual support at the secondary level, and real-world connections that go beyond the state standards. Barriers include purchasing a laser-cutter, ventilation and noise issues, time constraints, misalignment with school and district priorities, and a lack of administrative support. All participants indicated that they were interested in additional workshops focused on designing their own digitally fabricated mathematics tools that better align with their grade level(s) and standards

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

Jeeves : a blocks-based approach to end-user development of experience sampling apps

Professional programmers are significantly outnumbered by end-users of software, and cannot possibly predict the diverse and dynamic needs of user groups in advance. This thesis is concerned with the provision of an end-user development (EUD) approach, allowing end-users to independently create and modify their own software. EUD activities are particularly applicable to the work practices of psychology researchers and clinicians, who are increasingly dependent on software for assessment of participants and patients, but must also depend on developers to realise their requirements. This thesis targets these professionals, with an EUD solution to creating assessment software. The Experience Sampling Method (ESM) is one such means of assessment that takes place in participants’ everyday lives. Through regular completion of subjective self-reports, participants provide rich detail of their ongoing physical and emotional well-being. However, lack of engagement with such studies remains a prevalent issue. This thesis investigates features for maximising engagement with experience sampling smartphone apps. Such apps are becoming accepted as standard practice for remote assessment, but researchers are stifled by the complexity and cost of implementation. Moreover, existing EUD tools are insufficient for development of ESM apps that include engaging features. This thesis presents the development of Jeeves, an EUD tool with a blocks-based programming paradigm that empowers non-programmers to rapidly develop tailored, context-sensitive ESM apps. The adoption of Jeeves is contingent on a number of factors, including its ease-of-use, real-world utility, and organisational conditions. Failure to incorporate the necessary functionality pertaining to these factors into Jeeves will lead to abandonment. This thesis is concerned with establishing the usability, utility, and external factors necessary for adoption of Jeeves. Further, Jeeves is evaluated with respect to these factors through a series of rigorous studies from a range of application domains."This work was supported by a University of St Andrews 600th Anniversary PhD Scholarship (School of Computer Science)." -- Fundin