EAGER: Teaching Computational Thinking through Programming Wearable Devices as Finite State Machines

EAGER：通过将可穿戴设备编程为有限状态机来教授计算思维

• 批准号: 1647023
• 负责人: Ivon Arroyo
• 金额: $ 29.99万
• 依托单位: Worcester Polytechnic Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-12-01 至 2019-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1647023&HistoricalAwards=false
• 关键词: EAGER; Teaching; Computational; Thinking; through

The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. This research project will use cell phone technology and SmartWatches to train middle school students in public schools in computational thinking and mathematics, by having children create such augmented reality games with math related challenges. This new genre of embodied technologies (mobile and wearable devices that involve motion and physical activity) will allow children to create augmented reality math games as well as play each other's math games. The project intends to advance scientific knowledge on how people learn, as it investigates how to teach mathematics and computing through game play and game design. It investigates how K-12 students may program mobile and wearable technologies (SmartWatches and cell phones) as finite-state-machines, a topic that is typically reserved for undergraduates in Computer Science. The project goes beyond the idea of playing embodied games to having students become creators of math games. In this process, students shift their perspective from consumers to producers, thinking about what is beneath and beyond the surface of what they can immediately see and perceive, thinking at higher levels of abstraction.This project introduces the idea of teaching finite-state-machines to K-12 students using engaging, high-quality embodied technologies in the form of wearable electronics, while teaching K-12 mathematics through game play and game design. Iterative design studies will examine the feasibility of the approach, including attention to the associated professional development needs for teachers, the human-computer interaction questions raised by programmable wearables, the finite state machine metaphor for learner-oriented programming environments, and curricular constraints and affordances of embedding the work in math learning. Research studies will evaluate the effectiveness of the intervention, the professional development structure, and the game creation process as a vehicle to the development of computational thinking and mathematical thinking. A mixed methods research design will help to collect qualitative results (videos of students designing games, focus groups and interviews) regarding classroom implementation and quantitative data (logs of student game creation actions, survey questionnaire results, tests of finite-state machine understanding). Measures will be triangulated to obtain rich data about students' and teachers' processes while creating their games and programming wearables. Research questions focus on students' and teachers' development of computational thinking, engagement, interest, self-concept, and on teachers' instructional practices that will be measured using observations, computational thinking frameworks, teacher reflections, artifacts from classroom implementation, and semi-structured interviews.

网络学习和未来的学习技术计划资助的工作将有助于设想下一代学习技术，并促进我们对人们在技术丰富的环境中学习的了解。该研究项目将使用手机技术和智能手表来培训计算思维和数学公立学校中的中学生，让孩子创建与数学相关挑战的增强现实游戏。 这种新型体现技术（涉及运动和体育锻炼的移动设备和可穿戴设备）的新类型将使儿童能够创建增强的现实数学游戏，并玩彼此的数学游戏。 该项目打算在研究如何通过游戏玩法和游戏设计来教授数学和计算时，促进有关人们如何学习的科学知识。 它调查了K-12学生如何将移动和可穿戴技术（智能手表和手机）作为有限状态计算机编程，该主题通常用于计算机科学的本科生。 该项目超越了玩具体游戏的想法，使学生成为数学游戏的创造者。在此过程中，学生将自己的观点从消费者转变为生产者，思考在较高的抽象水平上思考和感知的内容，并以外的方式进行思考。该项目介绍了使用具有耐磨性电子设备的高质量体现技术来通过k-beathip and Game nekage newable Electeric进行游戏的形式，通过k-12介绍了K-12学生的有限态 - 镜头的想法。迭代设计研究将研究该方法的可行性，包括关注教师相关的专业发展需求，可编程可穿戴设备提出的人类计算机互动问题，针对学习者面向学习者的编程环境的有限状态机器隐喻，以及课程的限制以及将工作嵌入数学学习中的工作。研究将评估干预措施，专业发展结构和游戏创建过程的有效性，以此作为计算思维和数学思维的发展的工具。混合方法研究设计将有助于收集有关课堂实施和定量数据（学生游戏创建行动的日志，调查问卷调查结果，有限状态机器理解的测试）的定性结果（学生设计游戏，焦点小组和访谈的视频）。将采取三角措施，以获取有关学生和老师流程的丰富数据，同时创建游戏和编程可穿戴设备。研究问题的重点是学生和教师的计算思维，参与，兴趣，自我概念以及教师的教学实践的发展，这些实践将使用观察，计算思维框架，教师思考，课堂实施中的文物和半结构的访谈来衡量。