OOP-AR:  Learn Object Oriented Programming Using Augmented Reality

Object-Oriented Programming (OOP) is one of the challenging concept in computer science education especially for novice programmers. To help students understand this concept, this research try to blend OOP with Augmented Reality (AR). The reason because AR can give fun aspect to the learner, which can also help learner to focus longer without distraction. For this research purpose, the target audience is 20 university students with different ability in programming and augmented reality experience. The overall results of this research show that OOP-AR received positive feedback from users. It also proved that OOP-AR is a necessary product for students who need to improvise their knowledge in OOP and its concepts and gain interest in using AR application

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Object orientation in the literature and in education

it - Information Technology ◽

10.1515/itit-2017-0013 ◽

2018 ◽

Vol 60 (2) ◽

pp. 69-77

Author(s):

Marc Berges

Keyword(s):

Science Education ◽

Computer Science ◽

Programming Languages ◽

Computer Science Education ◽

Object Oriented ◽

Theoretical Background ◽

Object Orientation ◽

Object Oriented Programming ◽

Definition Of ◽

Learning Programming

Abstract The efforts around the world – CS4All in the U.S. or Computing At School in Great Britain – show that computing literacy is seen as important. One important part of computer science education deals with learning programming. So, object orientation should be in focus. But what is object orientation? Several different definitions are presented, and a definition of object orientation by its fundamental concepts is introduced. Furthermore, several educational “paradigms” are discussed. Additionally, a choice of object-oriented programming languages is presented. After all that theoretical background, some exemplary implementations of object orientation in national (German) and international curricula are shown. All in all, the article provides a broad overview of the topic of object-oriented programming in computer science education.

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The Potential of Augmented Reality for Computer Science Education

2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) ◽

10.1109/tale.2018.8615331 ◽

2018 ◽

Cited By ~ 1

Author(s):

Dmitry Resnyansky ◽

Emin Ibili ◽

Mark Billinghurst

Keyword(s):

Science Education ◽

Augmented Reality ◽

Computer Science ◽

Computer Science Education

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Adventures in data types : benefits of the comparative approach in computer science education.

10.31219/osf.io/wk5av ◽

2019 ◽

Author(s):

Camille Akmut

Keyword(s):

Science Education ◽

Computer Science ◽

Computer Science Education ◽

Science Curriculum ◽

Object Oriented ◽

Comparative Approach ◽

Data Types ◽

Computer Science Curriculum ◽

Computer Scientists

The transition from ’structured programming’ to ’object-oriented pro-gramming’ is a canon of the computer science curriculum; traditionallypresented, or tacitly acknowledged, as the transition from beginner tointermediate programmer, the passage from one programming languageto multiple ones (covering CS1 and CS2, in various ways). In this otheraddition to computer science education, we defend the benefits of a com-parative approach : knowledge in one language gains the student accessto a world of other languages, and ways to model reality. This goes con-trary to prevalent methods of focusing on one language to introduce thesetopics, as common with mainstream, ”pure” computer scientists.

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Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education

Addressing Global Challenges and Quality Education - Lecture Notes in Computer Science ◽

10.1007/978-3-030-57717-9_48 ◽

2020 ◽

pp. 477-481

Author(s):

Josef Buchner ◽

Michael Kerres

Keyword(s):

Science Education ◽

Instructional Design ◽

Augmented Reality ◽

Computer Science ◽

Computer Science Education ◽

Problem Based Learning ◽

Point Of View ◽

Open Educational Resources ◽

Instructional Design Principles ◽

3C Model

AbstractIn this article we describe Augmented Reality (AR) cards for computer science education that were created in the PCBuildAR project. From a technological point of view, we use marker-based AR for the cards so that students can learn and practice at any time with their smartphones. The instructional approach is based on the components content, construction and communication (3C model). The content ensures the acquisition of knowledge, which then is applied via problem-based learning activities (construction). Communication not only takes place between learners, but also with teachers.All materials will be available as open educational resources after the project is completed.

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