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Dissertação apresentada como requisito parcial para a obtenção do título de Mestre em Ciências da Computação, área de concentração em Engenharia de Software pelo Programa de Pós-Graduação em Ciências da Computação do Centro de Informática da Universidade Federal de Pernambuco.Resumo:Nowadays the computational thinking is one of the most important skills a person should develop to be more well prepared for the near future. By the middle of this century, this ability will probably have the same level of importance of fundamental skills like reading and writing, and people will need to learn programming and problem solving with computational thinking from an early age. Researches trying to stimulate the introduction of this skill set to young children, and this has been done since 1967 when the Massachusetts Institute of Technology created the first language aiming this kind of public called LOGO. Although the studies in the area of developing computational thinking on children started almost six decades ago, the importance of teaching programming in schools is not widely spread around the world, in places like Brazil, this skill is starting to be introduced to children older than 10 years-old. In contrast, the United States and some european countries are using a variable set of approaches to introduce these concepts to young children, usually by creating toys and games which these concepts can be developed within them. Unfortunately most of approaches are aimed for already literate children, very few of them do not require reading skills, limiting the minimum age of users to approximately 6 years old. This work has the intention to argue that younger children are not only able to develop algorithms and initiate the development of computational thinking skills, but also this practice will be quite profitable for their future. An experiment involving 10 children with age between 4 and 6 years old is presented here, where the selected children played a game developed specially for this work, and their performance was able to produce data that is going to be analyzed further to test the main hypothesis, additionally, while reviewing the literature, problems related to the effects of letting children use smart devices and internet without supervision were identified, in order to advocate the usage of this technology by young children, possible causes and risks of these problems are presented and ways to avoid them as well.
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7/21/2019 Developing programming skills on digital native children through the interaction with smart devices (Apresentação)
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DEVELOPING PROGRAMMING SKILLS ONDIGITAL NATIVE CHILDREN THROUGH THE
INTERACTION WITH SMART DEVICES
José Rafael Moraes Garcia da RochaOrientador: Prof. Vinicius Cardoso Garcia, PhD.
Co-orientadora: Taciana Pontual da Rocha Falcão, PhD.
UNIVERSIDADE FEDERAL DE PERNAMBUCO – UFPECENTRO DE INFORMÁTICA – CIN
PÓS GRADUAÇÃO EM CIÊNCIA DA COMPUTAÇÃO
Defesa de Mestrado Profissional
Janeiro 2016
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Schedule• Introduction
– Motivation – Problem – Hypothesis – Objectives
• State of the art – Basic concepts and historical findings – Taxonomy
• The Game, and the experiment – Motivation to build the game – Pilot – Method – Flaws – Improvements – Experiment
• Risk assessment• Conclusion
– Contributions – Future work
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INTRODUCTION
Motivation
• Computational thinking is one of the abilities that the
world is demanding from people, and it will probably belisted as a fundamental skill set in a few years (Wing);
• Programming logic;
• In 1980 Seymour Papert advocated that the educationalsystems needed to adapt and change to include
programming classes. Where are we now?
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INTRODUCTION
Motivation
• Logo (1967) -> Logo Turtle(1980) -> Valiant Turtle(1983)
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INTRODUCTION
• Most of approaches requires reading and/or writing skills,
setting barriers to toddlers;
• With appropriate approaches programming can help the
development of other important concepts in STEM;
• Children interacting with technology is probably anundeniable scenario.
• Very few approaches focusing on 4 y.o. average children
presents studies analysing the results of children's usage
Motivation
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INTRODUCTION
• Can preschoolers develop algorithms?
•
Do preschoolers increase their programming skills whenplaying programming games?
Problems
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INTRODUCTION
• Programming games enable children to develop and
improve their programming skills.
Hypothesis
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INTRODUCTION
• Main – Understand if not yet literate or recently literate children can develop
computational thinking skills by playing a game that smoothingly introduces themto the concept of algorithm.
• Secondary – Lower the barriers to programming for children by recreating the experience of the
Logo Turtle; – Identify if once developed initial programming skills, children are able to improve
them by practicing playing games.
Objectives
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State of the art
• Digital native x Digital immigrant and the gap between
them;
• Algorithm: an ordered sequence of non-ambiguous steps
with a goal to accomplish;
Basic concepts and historical findings
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State of the art
•
MIT starts working on LOGO, a muti-paradigmprogramming language.
Basic concepts and historical findings
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State of the art
•
Seymour Papert publishes "Mindstorms";• Logo is introduced to schools.
Basic concepts and historical findings
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State of the art
•
Valiant turtle is released to the public;
Basic concepts and historical findings
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State of the art
•
LEGO/Logo was introduced, language to controlprogrammable bricks;
Basic concepts and historical findings
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State of the art
• Resnick studied children using the LEGO programmablebricks;
• "Logo Blocks" was created;
Basic concepts and historical findings
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State of the art
•
Digital manipulatives;• LEGO starts working on Mindstorms set of products;
Basic concepts and historical findings
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State of the art
•
Modified LEGO Blocks were turned into Electronic blocksallowing children to create small systems;
Basic concepts and historical findings
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State of the art
•
Zuckerman's work on digital manipulatives producedFlowBlocks and SystemBlocks – Stimulated children to socialize and practice programming using analogies.
Basic concepts and historical findings
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State of the art
•
MIT starts working on Scratch
Basic concepts and historical findings
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State of the art
• Scratch is released to the general public;
• Horn & Jacob's work on digital manipulatives introduced Ternand Quetzal;
Basic concepts and historical findings
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State of the art
• Resnick analyses how the community is using Scratch;
• Roboeduc is released, a Brazilian approach on teachingprogramming to children.
Basic concepts and historical findings
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State of the art
•
Greenfoot is released to the public – A tool focused on developing OO concepts and Java, capable of building games.
Basic concepts and historical findings
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State of the art
•
Roamer-Too is released;
Basic concepts and historical findings
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State of the art
•
ScratchJr was created, version focused on toddlers;
Basic concepts and historical findings
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State of the art
•
Holmquist's work using the Roamer-Too – Advocated that it is possible to develop STEM concepts using this kind of tool.
Basic concepts and historical findings
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State of the art
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State of the art
•
Kelleher and Pausch's work made in 2005 willing tocategorize every existing approach ever created;
• Over 70 approaches were categorised;
• They believed it was possible that every approach could
be classified into a unique category;
A taxonomy for approaches to introducechildren to programming
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State of the art
• Teaching mechanics of programming – Lower the complexity of languages: BASIC –
Avoid syntax errors; – Avoid typing: Logo Blocks, Scratch, Curlybot...
• Social Learning – Side-by-side – web based
• Providing reasons to program – Indirectly introduce basic computational thinking concepts: Games and challenges
(Robocode)
• Empowering mechanics of programming – Develop programming skills on specific domains (Programming by rehearsal) – Create simulations using conditionals and actions (AgentSheets) – Create languages to specific domains (COBOL)
A taxonomy for approaches to introducechildren to programming
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The Game, and the experiment
Motivation to build the game
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• Tablet application to control the Sphero;
• Scoring: number of commands * delta * number of
different commands;
Pilot
The Game, and the experiment
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• 3 different levels to challenge the users
Pilot
The Game, and the experiment
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• For each test – Introduce the game to the child; –
Invite the child to move the robot freely; – After 5 to 15 minutes invite the child to start the first level – When the child completes one level, it is possible to start the next one; – During the test collect pictures, videos and notes.
• After the test – Analyze the data collected; –
Compare with other results.
Method
The Game, and the experiment
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• Confusing turning functionalities;
• Left/Right definitions;
• Turning arrow layout;
• Ending with turning arrows lacks visual feedback;
• Score calculation lack of accuracy;
•Red trail on landscape position;
• Lack of robot movement accuracy;
Flaws
The Game, and the experiment
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• Placing corner indicators matching color with the turningoperations;
• Changed turning arrow layout;
• Feedback on turning operations;
• Red trail orientation change;
•
Inserted obstacles on corners;
Improvements
The Game, and the experiment
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• Scoring formula updated (5 * valid movement made *Level);
Improvements
The Game, and the experiment
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Improvements
The Game, and the experiment
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• 4 year-old's: 1h average, most heterogeneous groupExperiment
The Game, and the experiment
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• 5 year-old's: 1h averageExperiment
The Game, and the experiment
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• 6 year-old's: 30m averageExperiment
The Game, and the experiment
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• Loneliness x Addiction;
• Depression;
• Compulsion;
• Agressiveness;
• Obesity;
•Diabetes;
Risks
Risk assessment
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• Excessive use;
• Unsupervised use;
• Lack of maturity.
Causes
Risk assessment
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Risk assessment
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• The tests suggests that the hypothesis is true;
• Young children can develop algorithms;
• Children performance rose, and new abilities like
debugging and reuse were presented after some time
playing the game;
• Children interaction with new technologies is
unavoidable, but needs to be supervised.
Results
Conclusion
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• Rerun tests with more significant sample;
• Include sociodemographic variables;
• Verify if the game can be used with a different age range;
• Children interaction with new technologies is
unavoidable, but needs to be supervised.
Future work
Conclusion
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• Add procedure calls to the game.
Future work
Conclusion
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DEVELOPING PROGRAMMING SKILLS ONDIGITAL NATIVE CHILDREN THROUGH THE
INTERACTION WITH SMART DEVICES
José Rafael Moraes Garcia da Rocha
Orientador: Prof. Vinicius Cardoso Garcia, PhD.
Co-orientadora: Taciana Pontual da Rocha Falcão, PhD.
UNIVERSIDADE FEDERAL DE PERNAMBUCO – UFPECENTRO DE INFORMÁTICA – CIN
PÓS GRADUAÇÃO EM CIÊNCIA DA COMPUTAÇÃO
Defesa de Mestrado Profissional
Janeiro 2016
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