Human computer interaction that reaches beyond desktop applications

Loveland, Susan

doi:10.1145/1953163.1953328

Cited by 18 publications

(9 citation statements)

References 4 publications

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“…To assist in teaching the importance of human-computer interaction, Loveland used AI to motivate students [12]. At the conclusion of the course, one student commented: "It is cool that the course applied the latest technologies in software development to mobile and web design."…”

Section: Related Workmentioning

confidence: 99%

Using app inventor in a K-12 summer camp

Wagner

Gray

Corley

et al. 2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

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Educators are often seeking new ways to motivate or inspire students to learn. Our past efforts in K-12 outreach included robotics and media computation as the contexts for teaching Computer Science (CS). With the deep interest in mobile technologies among teenagers, our recent outreach has focused on using smartphones as a new context. This paper is an experience report describing our approach and observations from teaching a summer camp for high school students using App Inventor (AI). The paper describes two separate methods (one using a visual block language, and another using Java) that were taught to high school students as a way to create Android applications. We observed that initiating the instruction with the block language, and then showing the direct mapping to an equivalent Java version, assisted students in understanding app development in Java. Our evaluation of the camp includes observations of student work and artifact assessment of student projects. Although the assessment suggests the camp was successful in several areas, we present numerous lessons learned based on our own reflection on the camp content and instruction.

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Section: Related Workmentioning

confidence: 99%

Using app inventor in a K-12 summer camp

Wagner

Gray

Corley

et al. 2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…Andrus and Nieh observed this in an upperdivision operating systems class [2], and Loveland similarly noted that both mobile programs and the Google brand made HCI projects more "cool" [13]. Independently, mobile programming [6,7,18,27], graphics [9], and computer games [19][20][21]26] have been shown to improve student experiences in introductory courses.…”

Section: Social Factorsmentioning

confidence: 93%

Reading mobile games throughout the curriculum

Bayzick

Askins

Kalafut

et al. 2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

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We introduce ALE, a new framework for writing games for the Android platform. The primary motivation behind ALE is to emphasize reading code before writing it. Beginners read game code to learn how levels can be made, and advanced users read the code of ALE itself to learn how to create useful and extensible libraries. To date, roughly 200 students at our university have used ALE, ranging from first-semester engineering undergraduates through Masters students. ALE has proven useful in teaching non-majors about CS, in making introductory CS programming courses more exciting, and in encouraging creativity, entrepreneurship, and good program design in upper-level electives. Based on these experiences, we encourage educators at all levels to consider using ALE to improve students' ability to learn by reading code.

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“…In fact, a security education curriculum that does not give the students the opportunity to experiment in practice with security techniques cannot prepare them to be able to protect efficiently the confidentiality, integrity, and availability of computer systems and assets. In addition, rather than only teaching abstract concepts and assigning abstract exercises, courses that also engage students in real-world settings will promote effective information security education (EDUCAUSE 2014 andLoveland 2011).…”

Section: Introductionmentioning

confidence: 99%

Android based mobile apps for information security hands-on education

et al. 2015

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As mobile devices grow increasingly in popularity within the student community, novel educational activities and tools, as well as learning approaches can be developed to get benefit from this prevalence of mobile devices (e.g. mobility and closeness to students' daily lives). Particularly, information security education should reflect the current trend in computing platforms away from the desktop and towards mobile devices. This paper discusses a case study of a learning approach that aims at taking advantages of the benefits of mobile devices and the best practices in learning information security, as well as promoting students' interests and increasing their self-efficacy. The learning approach uses two Android learning apps to enhance students' hands-on skills on firewall filtering rules implementation, by practicing network traffic filtering outside the traditional laboratory activities, in the real-world environment; i.e., anywhere and anytime, at the students' convenience. Practically, the two Android apps are a firewall app and a packet generator app; both apps are freely available at Google Play Store. Based on statistics from the Google Play Store, in about one and a half years, the packet generator app turned popular with over 20,000 downloads worldwide and a 3.75 users' rating. A comparative analysis of various existing Android firewall apps with the proposed firewall app emphasizes its significance. The impact of the Android apps on the students' performance in terms of achieving the course outcomes is also discussed.

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Human computer interaction that reaches beyond desktop applications

Cited by 18 publications

References 4 publications

Using app inventor in a K-12 summer camp

Using app inventor in a K-12 summer camp

Reading mobile games throughout the curriculum

Android based mobile apps for information security hands-on education

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