Publicação
The impact of augmented reality for training computational thinking
| Resumo: | This thesis demonstrates how the requirements of an educational resource can be organized to explore the potential of Computational Thinking (CT) in conjunction with visualization techniques and Augmented Reality. We developed systems and conducted experiments to support our thesis and published work on Learning Resources (LR) for learners to train the skills that characterize the CT and allow for solving problems. The goal of this Ph.D. work is to provide a better understanding of how to effectively explore and understand how AR can help in the task of Computer Programming. To find a formal support to design and develop the referred LR, and also to conduct the final experiments, an ontology (OntoCnE) was used to characterize the domains of Computer Programming and Computational Thinking. This doctoral project is intended to demonstrate that creating adequate AR-based tools to train CT can aid in better understanding, analyzing, and solving problems in a digital society. The development of Computational Thinking skills requires the creation and use of appropriate educational resources. One of the main focus of this work was the teaching and learning of Computational Thinking in schools. The impact of AR on this process was investigated aiming at creating resources that can improve fundamental skills in an attractive way for students. With AR it was also possible to demonstrate the effects that a program performs on the state of the system with a tool that assists in the visualization of the behavior of data structures while executing the program operations. It is believed that individuals acquire new ways of thinking or behaving through appropriate learning resources. Therefore, a significant investment in educating young people in Computational Thinking is necessary. The Learning Resources proposed and discussed in the thesis are intended to train CT skills and provide visual representations and interactivity to engage students. To evaluate the effectiveness of the approach, some questionnaires were applied before and after using the Learning Resources enhanced with AR. Finally, the impact of the approach was assessed in school teaching environments. |
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| Autores principais: | Lima, Lázaro Vinícius de Oliveira |
| Assunto: | Augmented reality Learning resource Active learning Mobile learning Computational thinking Realidade aumentada Recurso de aprendizagem Aprendizagem ativa Aprendizagem móvel Pensamento computacional |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | This thesis demonstrates how the requirements of an educational resource can be organized to explore the potential of Computational Thinking (CT) in conjunction with visualization techniques and Augmented Reality. We developed systems and conducted experiments to support our thesis and published work on Learning Resources (LR) for learners to train the skills that characterize the CT and allow for solving problems. The goal of this Ph.D. work is to provide a better understanding of how to effectively explore and understand how AR can help in the task of Computer Programming. To find a formal support to design and develop the referred LR, and also to conduct the final experiments, an ontology (OntoCnE) was used to characterize the domains of Computer Programming and Computational Thinking. This doctoral project is intended to demonstrate that creating adequate AR-based tools to train CT can aid in better understanding, analyzing, and solving problems in a digital society. The development of Computational Thinking skills requires the creation and use of appropriate educational resources. One of the main focus of this work was the teaching and learning of Computational Thinking in schools. The impact of AR on this process was investigated aiming at creating resources that can improve fundamental skills in an attractive way for students. With AR it was also possible to demonstrate the effects that a program performs on the state of the system with a tool that assists in the visualization of the behavior of data structures while executing the program operations. It is believed that individuals acquire new ways of thinking or behaving through appropriate learning resources. Therefore, a significant investment in educating young people in Computational Thinking is necessary. The Learning Resources proposed and discussed in the thesis are intended to train CT skills and provide visual representations and interactivity to engage students. To evaluate the effectiveness of the approach, some questionnaires were applied before and after using the Learning Resources enhanced with AR. Finally, the impact of the approach was assessed in school teaching environments. |
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