Multimodal Analysis of Preschool Children’s Embodied Interaction with a Tangible Programming Environment

2020 ◽  
pp. 443-462
Author(s):  
Marleny Luque Carbajal ◽  
M. Cecília C. Baranauskas
Keyword(s):  
Programming Environment ◽  
Embodied Interaction ◽  
Multimodal Analysis ◽  
Tangible Programming

scholarly journals Tangible Programming Environment Using Paper Cards as Command Objects

2015 ◽  
Vol 3 ◽  
pp. 5482-5489 ◽  
Author(s):  
Kazuki Tada ◽  
Jiro Tanaka
Keyword(s):  
Programming Environment ◽  
Tangible Programming

scholarly journals Involving Users and Creating Symbols for Tangible Programming: a Case Study with TaPrEC

2020 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Marleny Luque Carbajal ◽  
Cecília Baranauskas
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Participatory Design ◽  
Affective Responses ◽  
Programming Environment ◽  
School Teachers ◽  
Self Assessment ◽  
Tangible Programming ◽  
Product Creation

INTRODUCTION: Participatory Design is an approach that is characterized by the active participation of users as part of the design team, thus reflecting their perspectives and needs in the product design. BrainDraw is a participatory technique for use in the design phase of product creation. This article investigates the use of participatory practices with elementary school teachers, aiming at the redesign of the programming blocks of TaPrEC, a tangible programming environment for children. OBJECTIVE: This work aimed at the redesign of symbols for the repetition blocks of TaPrEC involving the main stakeholders. METHOD: A Case Study in an educational space that offers activities during out-of-school hours to children was carried out using the BrainDraw technique with a group of elementary school teachers to redesign the symbols of the repetition blocks of the TaPrEC. The experimentation and evaluation of the created symbols were carried out by the same teachers and a group of elementary school children. We also applied the Self-Assessment Manikin form to assess the participants' affective responses during participatory activities. RESULTS: The results of the workshops highlight that the symbols created by the teachers have been better accepted by teachers and children. This positive acceptance may result from the fact that the participatory solutions proposed by the teachers suggest associations with everyday elements such as traffic signs and the symbol of multiplication. CONCLUSION: Participatory Design is a process that involves researchers and end-users in creating products for their use. Using this approach, we studied different symbol proposals for representing and understanding the repetition blocks of TaPrEC, a tangible programming environment, to promote a solution that had the participation of stakeholders and reached a solution that made sense to them.

Moments of friction in virtual reality: How feeling histories impact experience

2019 ◽  
Vol 17 (1) ◽  
pp. 56-77
Author(s):  
Ty Hollett ◽  
Siyuan Luo ◽  
Nate Turcotte ◽  
Crystal Ramsay ◽  
Chris Stubbs ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Embodied Interaction ◽  
Multimodal Analysis ◽  
Sociocultural Perspectives ◽  
Mind And Body ◽  
Digital Environments ◽  
Treat All ◽  
Over Time

This article examines embodied interaction in a virtual reality learning environment. Studies of embodied interaction in immersive learning environments, like virtual reality, tend to treat all bodies the same without considering the nuanced cultural histories those bodies have with being mobile, especially within—and beyond—technology-mediated environments. In response, this study pivots from perspectives on embodied interaction that underscore the inextricable link between mind and body in favor of sociocultural perspectives to embodiment that emphasize the cultural-historical production of embodied interaction across space and over time. Through multimodal analysis of 10 learners’ experiences in a virtual reality experience called Thought for Food, this article contributes (1) an overt focus on the importance of feeling histories—embodied ways of sensing, feeling, and moving within digital environments—of learners engaging in virtual reality environments in order to promote equitable learning opportunities and (2) argues for future designs that are attuned to frictions—contestations between bodies and interfaces—that potentially collide with learners’ feeling histories.

CREATING GROUP PROJECTS IN SCRATCH 3.0

2019 ◽  
pp. 55-58
Author(s):  
A. S. Putina
Keyword(s):  
Group Work ◽  
Visual Programming ◽  
Programming Environment ◽  
Group Projects ◽  
Group Work In Education

The article discusses the problems of organizing group work in education, in particular, group work in the Scratch visual programming environment, where it is possible to use tools that help in teamwork — Backpack, Remix, Scratch Studio. An example of creating a project by a group of students is given.

Embodied displacements in young German children’s storytelling

2019 ◽  
Vol 3 (1-2) ◽  
pp. 168-195 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Lexical Resources ◽  
Narrative Space ◽  
Multimodal Analysis ◽  
Different Types ◽  
German Speaking ◽  
Picture Book Reading ◽  
The Given

This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a token for an object) or displacing his origo to an imagined space (e.g. by kinaesthetically aligning his body with an imagined body and animating his movements). Drawing on multimodal analysis and the concept of layering in interaction, the study analyses the ways in which the picture book as well as deictic, depictive, vocal and lexical resources are coordinated to evoke a narrative space, co-enact the storybook character’s experiences and produce reciprocal affect displays. Findings demonstrate that different types of displacement are in play quite early in childhood; displacements in the dimension of space and person are produced through layerings of spaces, voices and bodies.

Parallelizing Web Service Upload \ Download files

2018 ◽  
Vol 8 (3) ◽  
pp. 15
Author(s):  
Mustapha Mohammed Baua'a
Keyword(s):  
Web Services ◽  
Response Time ◽  
Web Service ◽  
File System ◽  
Programming Environment

The I\O file system Read\Write operations are considered the most significant characteristics. Where, many researchers focus on their works on how to decrease the response time of I\O file system read\write operations. However, most articles concentrate on how to read\write content of the file in parallelism manner. Here in this paper, the author considers the parallelizing Read\Write whole file bytes not only its contents. A case study has been applied in order to make the idea more clear. It talks about two techniques of uploading\downloading files via Web Service. The first one is a traditional way where the files uploaded and downloaded serially. While the second one is uploaded\ downloaded files using Java thread in order to simulate parallelism technique. Java Netbeans 8.0.2 have been used as a programming environment to implement the Download\Upload files through Web Services. Validation results are also presented via using Mat-lab platform as benchmarks. The visualized figures of validation results are clearly clarifying that the second technique shows better response time in comparison to the traditional way.

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