ABSTRACT
Being able to create a computer program is one of the main skill that the younger generations must be capable to have, beginning in their earliest stages of education. We believe that this will be a determinant factor in accessing to more rewarding professional careers and, hopefully, a better quality of life. However, it is noticeable how despite having ubiquitous access to computer equipment they often are unable to produce digital content. One of the main reasons is the lack of familiarity with the basic concepts required to structure a computer program. Our approach aims to curve that problem by offering our users with an introduction to computer programming that uses their own physical space as a testing ground, via their smartphones. We employ the Karel programming language and augmented reality to help students master the basic skills required for creating their own code. In this paper we present the earliest results of our basic prototyping tests and a scope of the following implementation stages.
- Instituto Federal de Telecomunicaciones. 2019. Informes Estadísticos, 2019. http://www.ift.org.mx/comunicacion-y-medios/informes/informes-estadisticos-3er-trimestre-2018Google Scholar
- Guoyu Sun, Wenjuan Chen, QingJie Sun, and Haiyan Li. 2013. Teaching innovation based on robot Karel auxiliary program design. In 2013 8th International Conference on Computer Science Education. 1346--1349. Google ScholarCross Ref
- Juan A. Casimiro O., Izamar Gutiérrez A., Alberto Herrera L., and Isabel López H. 2016. ANHELO: Sistema para la creación de una memoria colectiva en la ciudad. Avances en Interacción Humano-Computadora 0, 1 (2016), 66--69. http://aihc.amexihc.org/index.php/aihc/article/view/19Google Scholar
- Richard E. Pattis, Jim Roberts, and Mark Stehlik. 1994. Karel the Robot (2Nd Ed.): A Gentle Introduction to the Art of Programming. John Wiley & Sons, Inc., New York, NY, USA.Google Scholar
- Jenny Preece, Yvonne Rogers, and Helen Sharp. 2002. Interaction Design (1st ed.). John Wiley & Sons, Inc., New York, NY, USA.Google Scholar
- I. Radu. 2012. Why should my students use AR? A comparative review of the educational impacts of augmented-reality. In 2012 IEEE International Symposium on Mixed and Augmented Reality (ISMAR). 313--314. Google ScholarDigital Library
- D. Rapp, F. Niebling, and M. E. Latoschik. 2018. The Impact of Pokémon Go and Why It's Not about Augmented Reality - Results from a Qualitative Survey. In 2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games). 1--2. Google ScholarCross Ref
- Patrick Schueffel. 2017. The Concise Fintech Compendium.Google Scholar
- Usability.gov. 2019. User-Centered Design Basics. https://www.usability.gov/what-and-why/user-centered-design.htmlGoogle Scholar
Index Terms
- Use of augmented reality to teach basic computing concepts
Recommendations
An overview of ACM guidelines and recommendations for a community and junior college career program in computer programming
ACM '78: Proceedings of the 1978 annual conference - Volume 2The Community and Junior College Subcommittee of the Curriculum Committee on Computer Education (C3E-CAJC) of the Association for Computing Machinery has recently completed work on its first report. Entitled “Curriculum Recommendations and Guidelines ...
Teach Alice programming to non-majors
This paper presents the design and implementation of an introductory computer programming course using Alice for non-CS majors. This course gives a broad overview of computer science as an academic discipline and teaches computer programming to non-CS ...
Virtual reality and augmented reality for education: panel
SA '16: SIGGRAPH ASIA 2016 Symposium on Education: TalksSince the last few decades, virtual reality (VR) and augmented-reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both [Yannier et al. 2015]. ...
Comments