LEARNING COMPUTATIONAL THINKING WITH ROBOTICS IN MIDDLE SCHOOL ASSISTED WITH AUGMENTED REALITY AND MOBILE DEVICES

2016 ◽  
Author(s):  
María-Ángeles Cifredo-Chacón ◽  
Mauro Figueiredo ◽  
Vitor Gonçalves
Keyword(s):  
Middle School ◽  
Augmented Reality ◽  
Mobile Devices ◽  
Computational Thinking

scholarly journals Flexible computation offloading in a fuzzy-based mobile edge orchestrator for IoT applications

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
VanDung Nguyen ◽  
Tran Trong Khanh ◽  
Tri D. T. Nguyen ◽  
Choong Seon Hong ◽  
Eui-Nam Huh
Keyword(s):  
Cloud Computing ◽  
Augmented Reality ◽  
Mobile Devices ◽  
Computing System ◽  
Mobile User ◽  
Computation Offloading ◽  
Context Aware ◽  
Computing Systems ◽  
Iot Applications ◽  
Service Times

AbstractIn the Internet of Things (IoT) era, the capacity-limited Internet and uncontrollable service delays for various new applications, such as video streaming analysis and augmented reality, are challenges. Cloud computing systems, also known as a solution that offloads energy-consuming computation of IoT applications to a cloud server, cannot meet the delay-sensitive and context-aware service requirements. To address this issue, an edge computing system provides timely and context-aware services by bringing the computations and storage closer to the user. The dynamic flow of requests that can be efficiently processed is a significant challenge for edge and cloud computing systems. To improve the performance of IoT systems, the mobile edge orchestrator (MEO), which is an application placement controller, was designed by integrating end mobile devices with edge and cloud computing systems. In this paper, we propose a flexible computation offloading method in a fuzzy-based MEO for IoT applications in order to improve the efficiency in computational resource management. Considering the network, computation resources, and task requirements, a fuzzy-based MEO allows edge workload orchestration actions to decide whether to offload a mobile user to local edge, neighboring edge, or cloud servers. Additionally, increasing packet sizes will affect the failed-task ratio when the number of mobile devices increases. To reduce failed tasks because of transmission collisions and to improve service times for time-critical tasks, we define a new input crisp value, and a new output decision for a fuzzy-based MEO. Using the EdgeCloudSim simulator, we evaluate our proposal with four benchmark algorithms in augmented reality, healthcare, compute-intensive, and infotainment applications. Simulation results show that our proposal provides better results in terms of WLAN delay, service times, the number of failed tasks, and VM utilization.

Augmented Reality and Mobile Devices as Tools to Enhance Spatial Vision in Graphic Representations

2020 ◽  
pp. 420-427
Author(s):  
T. Polhmann ◽  
D. Parras-Burgos ◽  
F. Cavas-Martínez ◽  
F. J. F. Cañavate ◽  
J. Nieto ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Spatial Vision ◽  
Graphic Representations

Is it possible that playing a video game might help you improve your computational thinking abilities?

2022 ◽  
Vol 1 (2) ◽  
Author(s):  
Ceylan Zhao ◽  
Timothy Burgess
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Video Game ◽  
Detrimental Effect ◽  
Computational Thinking ◽  
Behavioral Effects ◽  
Future Research ◽  
Students Attitudes ◽  
Feature Constraints

In this research, we looked at the cognitive and behavioral effects of playing Penguin Go, a video game that was created to help middle school kids improve their computational thinking (CT) abilities. Apart from the general efficacy of the game, we looked at the effects of a single game feature—constraints on the amount of blocks that may be used in a solution. Students' CT abilities increased dramatically after playing Penguin Go for fewer than two hours, according to the findings, but the extra limits had no meaningful effect on learning. Furthermore, although the game as a whole had no effect on students' views toward computer science, the limitations condition of the game had a detrimental effect on students' attitudes toward computer science. The outcomes of this study, as well as suggested possibilities for future research in the area of employing these sorts of games to build computational thinking abilities, are reviewed.

The AIDLET Model

2014 ◽  
pp. 412-435
Author(s):  
José Bidarra ◽  
Meagan Rothschild ◽  
Kurt Squire ◽  
Mauro Figueiredo
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning By Doing ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Mobile Media ◽  
Effective Learning ◽  
E Learning ◽  
Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

Interactive Books in Augmented Reality for Mobile Devices

2016 ◽  
pp. 1238-1256
Author(s):  
Ana Grasielle Dionísio Corrêa
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Device ◽  
3D Objects ◽  
Geometric Figures ◽  
Augmented Reality Application ◽  
Teachers And Students

One of the methods of teaching that has brought significant contributions to the field of education is augmented reality. This technology transformed learning into a more motivating, enjoyable, fun, and interesting activity. This chapter contributes an augmented reality application for mobile devices that complements and supports the learning of geometric figures. The application, called AGeRA, consists of a geometry book and software capable of reading special markers inserted into the book's content. When this book is placed in front of the camera of a mobile device, 3D objects, sounds, animations, and other interactive elements leap from book pages making learning more fun and exciting. Preliminary tests were made with teachers and students and showed good acceptance of the application to support the teaching of geometry.

Employing 3D Printing to Fabricate Augmented Reality Headsets for Middle School STEM Education

2019 ◽  
pp. 241-261
Author(s):  
Daniel A. Tillman ◽  
Ross C. Teller ◽  
Paul E. Perez ◽  
Song A. An
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
3D Printing ◽  
Learning Science ◽  
3D Printer ◽  
School Students ◽  
Mathematics Content Knowledge ◽  
3D Printers ◽  
And Mathematics

This chapter examines the theories, strategies, and techniques for employing 3D printing technologies to fabricate education-appropriate augmented reality (AR) headsets and provides a concrete example of an AR headset that the authors developed. The chapter begins by discussing theories and historically relevant events that provide a context for the chapter's narrative about use of 3D printers to support AR in education. Next, the chapter presents the strategies that were employed while developing and 3D fabricating a custom-designed AR headset that was intended for supporting middle school students learning science and mathematics content knowledge. Afterward, the chapter provides directions and resources for the reader describing how to build the presented AR headset design themselves by using a 3D printer and affordable electronic components, as well as information about how to join the Maker community and participate in the designing and producing of similar projects. Lastly, the chapter delivers a summarization of all findings discussed.

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