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The Effect of Tangible Augmented Reality Interfaces on Teaching Computational Thinking: A Preliminary Study

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The Challenges of the Digital Transformation in Education (ICL 2018)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 916))

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Abstract

Teaching introductory computer science is gradually shifting from learning a computer programming language towards acquiring more generic computational thinking skills. At the same time, more emphasis is placed nowadays in natural and playful approaches that can potentially increase student motivation and engagement. One promising such approach is the combination of tangible elements with augmented reality technology, where the instructions can be given in the real world by manipulating physical elements, and the output is presented in a digitally enhanced space. Despite its potential, this approach has not yet been evaluated in formal educational settings. In this paper we present the results from a preliminary study in an elementary school that compared a tangible AR game with the same game in an unplugged version, to examine the effect of the interface on student motivation, effectiveness and teaching practice. The results indicate that a tangible AR approach can improve the engagement and collaboration of students in classroom activities and affects the role of the instructor compared to unplugged activities. The paper concludes with a number of open issues that need to be further studied.

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Notes

  1. 1.

    https://blockly-games.appspot.com/.

  2. 2.

    https://www.playosmo.com.

  3. 3.

    http://lightbot.com/.

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Authors and Affiliations

  1. Department of Product and Systems Design Eng, University of the Aegean, Mytilene, Greece

    Anna Gardeli & Spyros Vosinakis

Authors
  1. Anna Gardeli
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  2. Spyros Vosinakis
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Corresponding author

Correspondence to Anna Gardeli .

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Editors and Affiliations

  1. Carinthia University of Applied Sciences , Villach, Kärnten, Austria

    Michael E. Auer

  2. Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Thrasyvoulos Tsiatsos

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Gardeli, A., Vosinakis, S. (2020). The Effect of Tangible Augmented Reality Interfaces on Teaching Computational Thinking: A Preliminary Study. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 916. Springer, Cham. https://doi.org/10.1007/978-3-030-11932-4_63

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