From the BBC micro to micro:bit and beyond

Rogers, Yvonne; Shum, Venus; Marquardt, Nicolai; Lechelt, Susan; Johnson, Rose; Baker, Howard; Davies, Matt

doi:10.1145/3029601

Cited by 14 publications

(4 citation statements)

References 2 publications

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“…To foster playful, exploration-based learning about IoT concepts, Lechelt et al developed the Magic Cubes which were handheld, physical computing tools made from modified Arduino hardware with embedded sensors [25,36]. Their emphasis was to encourage the development of curiosity and critical thinking about IoT sensors and networked systems, without necessitating children to program IoT hardware.…”

Section: Merging Embodied Learning and Physical Computingmentioning

confidence: 99%

DataMoves: Entangling Data and Movement to Support Computer Science Education

Brazauskas

Lechelt

Wood

et al. 2021

Designing Interactive Systems Conference 2021

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Section: Merging Embodied Learning and Physical Computingmentioning

confidence: 99%

DataMoves: Entangling Data and Movement to Support Computer Science Education

Brazauskas

Lechelt

Wood

et al. 2021

Designing Interactive Systems Conference 2021

Self Cite

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“…There are various types of physical programming tools now available. BBC’s Micro:bit is an example of an educational microcontroller, and is a redesign of the widely used BBC Microcomputer project from the 1980s to answer today’s needs for technological instruction (Rogers et al, 2017). The most important features of the Micro:bit are that it represents a feasible and motivating physical programming tool for both students and teachers, as it can be easily connected to any personal computer through a quick and simple start-up (Schmidt, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teaching Physical Programming on Computational Thinking Skills and Self-Efficacy Perceptions Towards Computational Thinking

Yurdakök,

Kalelioğlu

2023

Journal of Educational Computing Research

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The study examined the effect of teaching text-based programming with a physical programming tool on secondary school students’ computational thinking skills and self-efficacy perceptions. The study was conducted according to a sequential explanatory design as a mixed method research. The study group consisted of 85 secondary school students. Within the scope of the study, a physical programming tool called Micro:bit was used to teach Python programming for a period of 6 weeks. Data were collected using the Self-Efficacy Perception Scale for Computational Thinking Skill, Bebras: International Challenge on Informatics and Computational Thinking Tasks, tests focused on programming tool, concepts, and processes, and through semi-structured interview questioning. According to the findings obtained from pretests and posttests, a significant and positive difference was found in the students’ computational thinking skills and self-efficacy perceptions towards computational thinking skill. As a result of having received instruction in programming, the students satisfactorily learnt the required programming concepts and processes. Through learning Python programming with a physical programming tool, the students not only gained the skills required to write appropriate syntax, and to test and debug code, but they also learnt programming concepts such as variables, conditional expressions, loops, and functions.

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“…Microcontroller programming plays a role in IT education. A good example of this is the spread of micro:bit in the UK [1], [2], which is programmable in Python and JavaScript or the inexpensive C/C++ based Arduino. The number of publications that use these boards has increased dramatically in the last ten years [3], [4].…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Rotational Motion of the Fidget Spinner by Means of Technical Informatics

Somogyi

Kelemen²,

Mingesz³

et al. 2021

CEJNTREP

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The boundaries between science, engineering and computer sciences seem to have been blurred in the 21 st century. Microcontroller programming plays a role in informatics education, while modern physics teaching integrates the potential of computer simulations and computer-controlled measurement experiments. In order to demonstrate the latter, we present an experiment to precisely identify the dynamic causes of a kinematic phenomenon solved by means of technical computer science. To investigate the role of air resistance, we developed a vacuum chamber in which the signals of sensors were processed by the NI myDAQ multifunctional device and the popular Arduino UNO. A wide range of ways is presented to control data acquisition and numerical analysis of a pulsed signal produced by a photogate, as well as graphical representation and evaluation of derived time-dependent signals.Controlling the two devices due to their characteristics and hosting of measured data by a computer require different development tools from the user (LabVIEW, C/C++). The results and methods of the study can be applied in physics and computer science education at secondary school level.

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From the BBC micro to micro:bit and beyond

Abstract: In this forum we celebrate research that helps to successfully bring the benefits of computing technologies to children, older adults, people with disabilities, and other populations that are often ignored in the design of mass-marketed products. --- Juan Pablo Hourcade, Editor

Cited by 14 publications

References 2 publications

DataMoves: Entangling Data and Movement to Support Computer Science Education

DataMoves: Entangling Data and Movement to Support Computer Science Education

The Effect of Teaching Physical Programming on Computational Thinking Skills and Self-Efficacy Perceptions Towards Computational Thinking

Investigation of the Rotational Motion of the Fidget Spinner by Means of Technical Informatics

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