Scribd Logo
Fazer o upload

Bem-vindo(a) ao Scribd!

  • Developing Programming Skills On Digital Native Children Through The Interaction With Smart Devices (Apresentação)

    Enviado por

    Vinicius Cardoso Garcia
    33 visualizações45 páginas
    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.

    Título original

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

    Direitos autorais

    © © All Rights Reserved

    Formatos disponíveis

    PDF, TXT ou leia online no Scribd

    Você considera este documento útil?

    Este conteúdo é inapropriado?

    Denunciar este documento
    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.

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF, TXT ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    33 visualizações45 páginas

    Developing Programming Skills On Digital Native Children Through The Interaction With Smart Devices (Apresentação)

    Enviado por

    Vinicius Cardoso Garcia
    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.

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF, TXT ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    de 45

    UNIVERSIDADE FEDERAL DE PERNAMBUCO UFPE

    CENTRO DE INFORMTICA CIN


    PS GRADUAO EM CINCIA DA COMPUTAO

    DEVELOPING PROGRAMMING SKILLS ON


    DIGITAL NATIVE CHILDREN THROUGH THE
    INTERACTION WITH SMART DEVICES
    Defesa de Mestrado Profissional

    Janeiro 2016
    Jos Rafael Moraes Garcia da Rocha
    Orientador: Prof. Vinicius Cardoso Garcia, PhD.
    Co-orientadora: Taciana Pontual da Rocha Falco, PhD.

    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 be
    listed as a fundamental skill set in a few years (Wing);
    Programming logic;
    In 1980 Seymour Papert advocated that the educational
    systems 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
    Motivation
    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 an
    undeniable scenario.
    Very few approaches focusing on 4 y.o. average children
    presents studies analysing the results of children's usage

    CIn.ufpe.br

    INTRODUCTION
    Problems
    Can preschoolers develop algorithms?
    Do preschoolers increase their programming skills when
    playing programming games?

    CIn.ufpe.br

    INTRODUCTION
    Hypothesis
    Programming games enable children to develop and
    improve their programming skills.

    CIn.ufpe.br

    INTRODUCTION
    Objectives
    Main
    Understand if not yet literate or recently literate children can develop
    computational thinking skills by playing a game that smoothingly introduces them
    to 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.

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Digital native x Digital immigrant and the gap between
    them;
    Algorithm: an ordered sequence of non-ambiguous steps
    with a goal to accomplish;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    MIT starts working on LOGO, a muti-paradigm
    programming language.

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Seymour Papert publishes "Mindstorms";
    Logo is introduced to schools.

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Valiant turtle is released to the public;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    LEGO/Logo was introduced, language to control
    programmable bricks;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Resnick studied children using the LEGO programmable
    bricks;
    "Logo Blocks" was created;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Digital manipulatives;
    LEGO starts working on Mindstorms set of products;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Modified LEGO Blocks were turned into Electronic blocks
    allowing children to create small systems;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Zuckerman's work on digital manipulatives produced
    FlowBlocks and SystemBlocks
    Stimulated children to socialize and practice programming using analogies.

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    MIT starts working on Scratch

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Scratch is released to the general public;
    Horn & Jacob's work on digital manipulatives introduced Tern
    and Quetzal;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    Resnick analyses how the community is using Scratch;
    Roboeduc is released, a Brazilian approach on teaching
    programming to children.

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    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


    Basic concepts and historical findings
    Roamer-Too is released;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    ScratchJr was created, version focused on toddlers;

    CIn.ufpe.br

    State of the art


    Basic concepts and historical findings
    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


    A taxonomy for approaches to introduce
    children to programming
    Kelleher and Pausch's work made in 2005 willing to
    categorize 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;

    CIn.ufpe.br

    State of the art


    A taxonomy for approaches to introduce
    children to programming
    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)
    CIn.ufpe.br

    The Game, and the experiment


    Motivation to build the game

    CIn.ufpe.br

    The Game, and the experiment


    Pilot
    Tablet application to control the Sphero;
    Scoring: number of commands * delta * number of
    different commands;

    CIn.ufpe.br

    The Game, and the experiment


    Pilot
    3 different levels to challenge the users

    CIn.ufpe.br

    The Game, and the experiment


    Method
    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.

    CIn.ufpe.br

    The Game, and the experiment


    Flaws

    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;

    CIn.ufpe.br

    The Game, and the experiment


    Improvements
    Placing corner indicators matching color with the turning
    operations;
    Changed turning arrow layout;
    Feedback on turning operations;
    Red trail orientation change;
    Inserted obstacles on corners;

    CIn.ufpe.br

    The Game, and the experiment


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

    CIn.ufpe.br

    The Game, and the experiment


    Improvements

    CIn.ufpe.br

    The Game, and the experiment


    Experiment
    4 year-old's: 1h average, most heterogeneous group

    CIn.ufpe.br

    The Game, and the experiment


    Experiment
    5 year-old's: 1h average

    CIn.ufpe.br

    The Game, and the experiment


    Experiment
    6 year-old's: 30m average

    CIn.ufpe.br

    Risk assessment
    Risks

    Loneliness x Addiction;
    Depression;
    Compulsion;
    Agressiveness;
    Obesity;
    Diabetes;

    CIn.ufpe.br

    Risk assessment
    Causes
    Excessive use;
    Unsupervised use;
    Lack of maturity.

    CIn.ufpe.br

    Risk assessment

    CIn.ufpe.br

    Conclusion
    Results
    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.

    CIn.ufpe.br

    Conclusion
    Future work

    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.

    CIn.ufpe.br

    Conclusion
    Future work
    Add procedure calls to the game.

    CIn.ufpe.br

    UNIVERSIDADE FEDERAL DE PERNAMBUCO UFPE


    CENTRO DE INFORMTICA CIN
    PS GRADUAO EM CINCIA DA COMPUTAO

    DEVELOPING PROGRAMMING SKILLS ON


    DIGITAL NATIVE CHILDREN THROUGH THE
    INTERACTION WITH SMART DEVICES
    Defesa de Mestrado Profissional

    Janeiro 2016
    Jos Rafael Moraes Garcia da Rocha
    Orientador: Prof. Vinicius Cardoso Garcia, PhD.
    Co-orientadora: Taciana Pontual da Rocha Falco, PhD.

    CIn.ufpe.br

    Você também pode gostar