Impact of Technology in Collaborative and Interactive Programming Activities: Gathering Children's Feedback

2017 5th International Conference in Software Engineering Research and Innovation (CONISOFT) Pub Date : 2017-10-01 DOI:10.1109/CONISOFT.2017.00029

N. S. Molina-Moreno, M. S. Avila-Garcia, M. Bianchetti, D. Claudio-González, Marcelina Pantoja-Flores

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引用次数: 2

Abstract

Visual programming tools are a great mean for introducing children to programming and to develop a skill set for algorithmic thinking. Collaborative learning and pair programming have demonstrated to have social and learning benefits. However, some of the online programming tools available for children are not designed to allow simultaneous and equitable participation of team members since they allow only for a single control point. In this paper, a preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach is presented. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46” multi-touch display limited by the application to a single touch entry. Children played a “user” role and provided feedback at the end of the sessions. The feedback provided was mixed, regarding their setup preference, but they all agree to like teamwork.

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技术在协作和互动编程活动中的影响:收集儿童的反馈

可视化编程工具是向孩子们介绍编程和培养算法思维技能的好方法。协作学习和结对编程已被证明具有社交和学习方面的好处。然而，为儿童提供的一些在线编程工具的设计不允许团队成员同时公平参与，因为它们只允许一个控制点。本文提出了一项初步研究，旨在为8-10岁儿童使用协作学习作为教学方法的正式编程课程筛选想法、见解和设计考虑。提供了三种设置:1)低保真原型，2)PC, 3)一个46英寸的多点触控显示器，由于应用程序限制为单点触控输入。孩子们扮演了“用户”的角色，并在课程结束时提供了反馈。关于他们的设置偏好，提供的反馈是混合的，但他们都同意喜欢团队合作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2017 5th International Conference in Software Engineering Research and Innovation (CONISOFT)

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