Enhancing Computational Thinking Capability of Preschool Children by Game-based Smart Toys

Lin, Szu-Yin; Chien, Shih Yi; Hsiao, Chia Lin; Hsia, Chih Hsien; Chao, Kuo‐Ming

doi:10.1016/j.elerap.2020.101011

Cited by 53 publications

(54 citation statements)

References 24 publications

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“…Computer science teaches a course called "Ways to Think Like a Computer Scientist" to college freshers, making it available to everyone, not just to computer science majors (Wing, 2006). Computational thinking has three dimensions; computational concept, computational practice, and computational practice (Lin et al, 2020;Lye et al, 2014). CT encompasses the concepts of data representation, decomposition, pattern recognition, abstraction, and algorithmic thinking.…”

Section: Computational Thinkingmentioning

confidence: 99%

“…In this research, the worksheet was applied as a scaffolding strategy in the CPC. CT has three dimensions (Lin et al, 2020;Lye et al, 2014), and every dimension was added to every step of the worksheet. The steps of the worksheet are shown in Figs.…”

Section: Workheetmentioning

confidence: 99%

“…Abstraction is the process of creating something simple from something complicated (Atmatzidou & Demetriadis, 2016). In this step, students learned about fundamental programming concepts such as sequences and looping (iteration) as part of computational concepts (Lin et al, 2020;Lye et al, 2014). This step aimed to separate the Table 4 Teaching and learning process.…”

Section: Concept and Learning Objectivementioning

confidence: 99%

“…The algorithm step aims to explicitly state the algorithm steps, to identify different effective algorithms for a given problem, and to find the most efficient algorithm. In this step, students learn about problem-solving skills such as testing and debugging as part of computational practices (Lin et al, 2020;Lye et al, 2014).…”

Section: Propose General Simulationmentioning

confidence: 99%

“…Kim & Kim, 2016). The influence of CT in education is far-reaching; many teachers are starting to include it at the level of preschool (Bers et al, 2014;Lin et al, 2020), elementary school (Chalmers, 2018;G. Chen et al, 2017; C. S. Kong & Wang, 2020), and high school level (Guggemos, 2020;Harangus & Kátai, 2020;Zhang & Nouri, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of granular simulation for integrating computational thinking into computational physics courses

et al. 2021

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Computational thinking (CT) is an essential skill in the twenty-first century. The computational physics course (CPC) is one subject that is designed to support students in the practice of CT. Many studies show that the worksheets could be a solution in a CPC as a scaffold to achieve the CT objectives both online and offline. The study aims to develop the worksheet and integrate it with CT in a computational physics course. This study applied the research and development (R & D) method with the ADDIE model approach. In the results, the evaluation test from the experts reached a very good interpretation score based on the learning media expert (96%), the teaching material expert (95%), and the pedagogy experts (92%). So that this media is declared feasible to be used in the CPC. Furthermore, after the experimental study of students who took the computational physics course (n = 31), the study showed that the modified course could significantly improve student skills regarding overall CT (p value <0.05). However, this research also found that cooperative learning as part of CT had no improvement (p value >0.05). The experiment was conducted amid the COVID 19 pandemic wherein the students could only study at home for the whole semester. These findings indicate that the pandemic has impacted the collaborative skills of students on the course.

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Section: Computational Thinkingmentioning

confidence: 99%

Section: Workheetmentioning

confidence: 99%

Section: Concept and Learning Objectivementioning

confidence: 99%

Section: Propose General Simulationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of granular simulation for integrating computational thinking into computational physics courses

et al. 2021

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Rubik‐Cube‐Based Self‐Powered Sensors and System: An Approach toward Smart Toys

Xue

Zheng

Zhao

et al. 2021

Adv Funct Materials

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Triboelectric nanogenerator (TENG) is an effective approach for self-powered systems. Here, a second-order Rubik-cube-based TENG (SRC-TENG) is designed, which can harvest the internal sliding energy of the Rubik cube. The influence of different rotation speeds, different strengths, and effective contact area on the output performance of SRC-TENG is studied. When the SRC-TENG rotates with a high speed, light strength, and the contact area is 8 cm 2 , the maximum open-circuit voltage and short-circuit current can reach up to 35 V and 1.45 µA, respectively, which are enough to light up dozens of light-emitting diodes (LEDs) and charge commercial capacitors. In addition, the SRC-TENG-based smart toys can act as self-powered sensors to be applied in smart home. More importantly, the movement trajectory of the Rubik cube in the process of recovery can also be tracked in different directions of X, Y, and Z. The proposed SRC-TENG is low cost and has great potential to replace battery-powered electronic toys, which can open a new path for the next-generation commercial toys.

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