Exploring and Evaluating "TaPrEC+mBot" Environment with Preschool Children
Contact with programming has a positive impact on the development of cognitive and socio-emotional skills in children. However, programming can be a challenging activity for young children. There are many studies that suggest that tangible environments can engage children to explore basic programming concepts more easily. In this paper, we present results obtained during a Case Study conducted to introduce preschool children into programming through TaPrEC+mBot, an environment that allows to program a robot car by arranging wooden programming blocks. The results suggest that our environment is attractive and interesting for young children, although it still needs to adjust labeling programming blocks in order to facilitate their learning in early childhood settings.
Bers, M. U. (2012). Designing digital experiences for positive youth development: From playpen to playground. Oxford University Press.
Brosterman, N. and Togashi, K. (1997). Inventing kindergarten. Harry N. Abrams.
Carbajal, M. and Baranauskas, M. C. (2018). Programação, robôs e aprendizagem criativa por meio de cenários: um estudo exploratório. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 29, page 1113.
Chawla, K., Chiou, M., Sandes, A., and Blikstein, P. (2013). Dr. wagon: a’stretchable’toolkit for tangible computer programming. In Proceedings of the 12th international conference on interaction design and children, pages 561–564. ACM.
Hayashi, E., Posada, J. E. G., Maike, V. R., and Baranauskas, M. C. C. (2016). Exploring new formats of the self-assessment manikin in the design with children. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems, page 27. ACM.
Horn, M. S., Crouser, R. J., and Bers, M. U. (2012). Tangible interaction and learning: the case for a hybrid approach. Personal and Ubiquitous Computing, 16(4):379–389.
Ishii, H. and Ullmer, B. (1997). Tangible bits: towards seamless interfaces between people, bits and atoms. In Proceedings of the ACM SIGCHI Conference on Human factors in computing systems, pages 234–241. ACM.
Kazakoff, E. R., Sullivan, A., and Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4):245–255.
Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K., and Silverman, B. (1998). Digital manipulatives: new toys to think with. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 281–287. ACM Press/Addison-Wesley Publishing Co.
Sullivan, A., Elkin, M., and Bers, M. U. (2015). Kibo robot demo: engaging young children in programming and engineering. In Proceedings of the 14th international conference on interaction design and children, pages 418–421. ACM.
Uttal, D. H., Miller, D. I., and Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics? Current Directions in Psychological Science, 22(5):367–373.
Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., and Newcombe, N. S. (2014). Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness. Trends in Neuroscience and Education, 3(1):7–13.
Worsley, M. and Blikstein, P. (2013). Towards the development of multimodal action based assessment. In Proceedings of the third international conference on learning analytics and knowledge, pages 94–101. ACM.
Wyeth, P. and Purchase, H. C. (2003). Using developmental theories to inform the design of technology for children. In Proceedings of the 2003 conference on Interaction design and children, pages 93–100. ACM.
Xu, D. (2005). Tangible user interface for children-an overview. In Proc. of the UCLAN Department of Computing Conference.
Xu, D., Read, J. C., Sim, G., and McManus, B. (2009). Experience it, draw it, rate it: capture children’s experiences with their drawings. In Proceedings of the 8th International Conference on Interaction Design and Children, pages 266–270. ACM.