Using 3D Animation and Virtual Reality in Educations

This paper will look at the use of innovative and advanced technology teaching methods to support the goal of learning enhancement by using established teaching concepts. The primary aim is to explore the potential for using leading-edge virtual reality technology to help students learn and understand various concepts. The utility of the technology was examined by studying the latest 3D programming tools. Additionally, there were several styles of animation used. The results showed that Virtual Reality technologies can play a role in education and learning when supported by established learning and teaching concepts.

Potential Cyber Threats, Vulnerabilities, and Protections of Unmanned Vehicles

This study seeks to contribute to the literature by presenting a discussion of potential cyber risks and precautionary measures concerning unmanned vehicles as a whole. In this study, Global Navigation Satellite System (GNSS) spoofing, jamming, password cracking, Denial-of-Service (DoS), injecting malware, and modification of firmware are identified as potential cyberattack methods against unmanned vehicles. Potential deterrents against the aforementioned cyberattack methods are suggested as well. Illustrations of such safeguards include creating an architecture of the multi-agent system, using solid-state storage components, applying distributed programming tools and techniques, implementing sophisticated encryption techniques for data storage and transmission, deploying additional sensors and systems, and comparing the data received from different sensors.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Methodology for solving the task no. 8 of the unified state exam in informatics and ICT by a combinatory method and method of programming on python

The article discusses the metodology for solving the task No. 8 of the Unified State Exam in informatics and ICT in two ways: by mathematical combinatorial calculation and writing a program in the Python programming language. The purpose of this methodology is the successful completion of task No. 8 (until 2021 — No. 10) in the Unified State Exam in informatics and ICT by graduates. The article is of an interdisciplinary nature, touches upon issues at the intersection of mathematics and informatics. The relevance of the work is due to the fact that tasks of this type are annually present in the Unified State Exam in informatics and ICT, but the success of this task is too low for tasks of the basic level of complexity. The use of programming tools in the Unified State Exam in informatics and ICT is available starting in 2021. The scientific novelty of the work lies in the use of the Python programming language to solve tasks of this type. The peculiarity of the metodology lies in the gradual increase in the complexity of the algorithms and the "modular" application of parts of the code, which allows using the "modules" of previous tasks to solve subsequent ones. Specific versions of the programs are proposed, a comparative analysis of methods for various prototypes of the corresponding tasks is given. As a result, it was determined that task No. 8 can be effectively solved by the programming method.

Confidence polytopes for quantum process tomography

In the present work, we propose a generalization of the confidence polytopes approach for quantum state tomography (QST) to the case of quantum process tomography (QPT). Our approach allows obtaining a confidence region in the polytope form for a Choi matrix of an unknown quantum channel based on the measurement results of the corresponding QPT experiment. The method uses the improved version of the expression for confidence levels for the case of several positive operator-valued measures (POVMs). We then show how confidence polytopes can be employed for calculating confidence intervals for affine functions of quantum states (Choi matrices), such as fidelities and observables mean values, which are used both in QST and QPT settings. As we discuss this problem can be efficiently solved using linear programming tools. We also demonstrate the performance and scalability of the developed approach on the basis of simulation and experimental data collected using IBM cloud quantum processor.

A city is not a tree

<p>This research investigates the generation of urban environments through the use of visual programming tools. These tools enable the procedural creation of architectural geometries for installation in design environments, with a focus on producing outputs for virtual implementation, including small scale built environments, individual buildings, city blocks, and neighbourhoods. The creation of large-scale urban environments is a complex and time-consuming task. Subsequently, this field of research has a high level of relevance in the areas of architecture, design, urban planning, film, entertainment, and so forth. In most situations, the groups responsible for the creation of these environments do not contain members with architectural backgrounds. Instead, they consist of designers, computer scientists, technicians, and other specialists. These groups are reliant on their collective experience, skill, and reference materials to create their works. This thesis proposes that architects possess knowledge, skills, and training suitable for utilisation by this industry. As such, this research explores applying an architectural education with a greater multidisciplinary focus. This investigation concludes that while visual programming tools are incredibly powerful, they have their limitations. This research further concludes that because there are so many facets to the creation of these environments this area of investigation is best suited to a team of researchers. While individuals can achieve a significant amount, the contribution of outside parties would have had benefits at every stage of the work. The sharing of knowledge, skills, and understandings would allow for the creation of systems that function to generate the best outcomes possible.</p>

A city is not a tree

<p>This research investigates the generation of urban environments through the use of visual programming tools. These tools enable the procedural creation of architectural geometries for installation in design environments, with a focus on producing outputs for virtual implementation, including small scale built environments, individual buildings, city blocks, and neighbourhoods. The creation of large-scale urban environments is a complex and time-consuming task. Subsequently, this field of research has a high level of relevance in the areas of architecture, design, urban planning, film, entertainment, and so forth. In most situations, the groups responsible for the creation of these environments do not contain members with architectural backgrounds. Instead, they consist of designers, computer scientists, technicians, and other specialists. These groups are reliant on their collective experience, skill, and reference materials to create their works. This thesis proposes that architects possess knowledge, skills, and training suitable for utilisation by this industry. As such, this research explores applying an architectural education with a greater multidisciplinary focus. This investigation concludes that while visual programming tools are incredibly powerful, they have their limitations. This research further concludes that because there are so many facets to the creation of these environments this area of investigation is best suited to a team of researchers. While individuals can achieve a significant amount, the contribution of outside parties would have had benefits at every stage of the work. The sharing of knowledge, skills, and understandings would allow for the creation of systems that function to generate the best outcomes possible.</p>

Teacher observations of programming affordances for K-12 mathematics and technology

With future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.