Educational Programming Application for Preschool Students Using Virtual Tangible Interface Implemented by Microsoft Hololens

Abstract

In the 1960s, pioneer of constructionist learning, Professor Emeritus Seymour Papert envisioned that future education with computers would promote a more dynamic environment where children could take charge of the machines and build their own creations, as opposed to simply following prepackaged instructions. Thus, a tangible interface was first introduced by his team, aiming to take away the abstraction of computer screens and replace controls with direct and intuitive manipulation of physical toys. While tangible interfaces have created an enormous field of research, the evolution of pure on-line programming education has also begun. With the emerging technology of augmented reality such as Microsoft HoloLens, the dilemma might find its final resolution. With its transparent vision, a pair of HoloLens glasses, along with its clicker for intuitive manipulation, allows the rework and combination of concepts in both tangible user interface and on-line programming tools. The first part of this research is to study relevant work, analyze interfaces and systems built by other groups, and identify the key factors that have made their work successful. Then, a HoloLens application was carefully designed and crafted on top of the key concepts, aiming to combine the advantages of both areas. During testing, we found that part of the experience was limited by the physical hardware as the technology was still at its initial stage. However, the application itself was able to inherit the successes and make the user experience immediate, accessible and intuitive.U of I OnlySenior thesis not recommended for open acces