Developing programming skills on digital native children through the interaction with smart devices (Apresentação)

7/21/2019 Developing programming skills on digital native children through the interaction with smart devices (Apresentação)

http://slidepdf.com/reader/full/developing-programming-skills-on-digital-native-children-through-the-interaction 1/45

CIn.ufpe.br

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



CIn.ufpe.br

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



CIn.ufpe.br

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?



CIn.ufpe.br

INTRODUCTION

Motivation

• Logo (1967) -> Logo Turtle(1980) -> Valiant Turtle(1983)



CIn.ufpe.br

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



CIn.ufpe.br

INTRODUCTION

• Can preschoolers develop algorithms?

•

Do preschoolers increase their programming skills whenplaying programming games?

Problems



CIn.ufpe.br

INTRODUCTION

• Programming games enable children to develop and

improve their programming skills.

Hypothesis



CIn.ufpe.br

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



CIn.ufpe.br

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



CIn.ufpe.br

State of the art

•

MIT starts working on LOGO, a muti-paradigmprogramming language.




CIn.ufpe.br

State of the art

•

Seymour Papert publishes "Mindstorms";• Logo is introduced to schools.




CIn.ufpe.br

State of the art

•

Valiant turtle is released to the public;




CIn.ufpe.br

State of the art

•

LEGO/Logo was introduced, language to controlprogrammable bricks;




CIn.ufpe.br

State of the art

• Resnick studied children using the LEGO programmablebricks;

• "Logo Blocks" was created;




CIn.ufpe.br

State of the art

•

Digital manipulatives;• LEGO starts working on Mindstorms set of products;




CIn.ufpe.br

State of the art

•

Modified LEGO Blocks were turned into Electronic blocksallowing children to create small systems;




CIn.ufpe.br

State of the art

•

Zuckerman's work on digital manipulatives producedFlowBlocks and SystemBlocks – Stimulated children to socialize and practice programming using analogies.




CIn.ufpe.br

State of the art

•

MIT starts working on Scratch




CIn.ufpe.br

State of the art

• Scratch is released to the general public;

• Horn & Jacob's work on digital manipulatives introduced Ternand Quetzal;




CIn.ufpe.br

State of the art

• Resnick analyses how the community is using Scratch;

• Roboeduc is released, a Brazilian approach on teachingprogramming to children.




CIn.ufpe.br

State of the art

•

Greenfoot is released to the public – A tool focused on developing OO concepts and Java, capable of building games.




CIn.ufpe.br

State of the art

•

Roamer-Too is released;




CIn.ufpe.br

State of the art

•

ScratchJr was created, version focused on toddlers;




CIn.ufpe.br

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.




CIn.ufpe.br

State of the art



CIn.ufpe.br

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



CIn.ufpe.br

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



CIn.ufpe.br

The Game, and the experiment

Motivation to build the game



CIn.ufpe.br

• Tablet application to control the Sphero;

• Scoring: number of commands * delta * number of

different commands;

Pilot




CIn.ufpe.br

• 3 different levels to challenge the users

Pilot




CIn.ufpe.br

• 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




CIn.ufpe.br

• 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




CIn.ufpe.br

• 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




CIn.ufpe.br

• Scoring formula updated (5 * valid movement made *Level);

Improvements




CIn.ufpe.br

Improvements




CIn.ufpe.br

• 4 year-old's: 1h average, most heterogeneous groupExperiment




CIn.ufpe.br

• 5 year-old's: 1h averageExperiment




CIn.ufpe.br

• 6 year-old's: 30m averageExperiment




CIn.ufpe.br

• Loneliness x Addiction;

• Depression;

• Compulsion;

• Agressiveness;

• Obesity;

•Diabetes;

Risks

Risk assessment



CIn.ufpe.br

• Excessive use;

• Unsupervised use;

• Lack of maturity.

Causes

Risk assessment



CIn.ufpe.br

Risk assessment



CIn.ufpe.br

• 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



CIn.ufpe.br

• 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



CIn.ufpe.br

• Add procedure calls to the game.

Future work

Conclusion



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

Documents

Developing programming skills on digital native children through the interaction with smart devices (Apresentação)