Tangible gimmick for programming education using RFID systems

Motoyoshi, Tatsuo; Tetsumura, Naoki; Masuta, Hiroyuki; Koyanagi, K.; Oshima, Toru; Kawakami, Hiroshi

doi:10.1016/j.ifacol.2016.10.608

Cited by 4 publications

(15 citation statements)

References 11 publications

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“…Kakehashi et al from Toyama Prefectural University proposed the improvement of P-CUBE for visually impaired persons. This improvement was the work of the same team as the previous research (see [ 42 ]). In this version, there is a programming matrix and wooden blocks with RFID tags.…”

Section: Tui Application Areasmentioning

confidence: 94%

“…Using this technology is suitable, but it is not exactly like a microcontroller. Users can create a program simply by placing programming blocks equipped with RFID tags on the program board [42]. Rong et al from City University Hong Kong proposed tangible cubes for the education of basic programming concepts by creating melodies.…”

Section: Tui For Programming and Controlling A Robotmentioning

confidence: 99%

“…However, microcontrollers based on platforms like Arduino and Raspberry Pi are also used in TUI systems (see Table 2). [8,11,16,41,42,44,71,77] These technical solutions can be divided into two groups: communication and interaction between objects, communication between objects, and interaction with information on a board (table). Data can be processed in objects and give feedback or data are processed on a PC or laptop.…”

Section: Sensory Technical Solutionmentioning

confidence: 99%

Section: Tui Application Areasmentioning

confidence: 99%

“…The PC transfers information to a controlled object (robot) by Wi-Fi. The result is that the proposed systems (P-CUBES, Pro-Tan) have the potential for utilization without the supervision of an instructor [ 42 ].…”

Section: Tui Application Areasmentioning

confidence: 99%

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Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

Krestanova

Černý

Augustýnek

2021

Sensors

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A tangible user interface or TUI connects physical objects and digital interfaces. It is more interactive and interesting for users than a classic graphic user interface. This article presents a descriptive overview of TUI’s real-world applications sorted into ten main application areas—teaching of traditional subjects, medicine and psychology, programming, database development, music and arts, modeling of 3D objects, modeling in architecture, literature and storytelling, adjustable TUI solutions, and commercial TUI smart toys. The paper focuses on TUI’s technical solutions and a description of technical constructions that influences the applicability of TUIs in the real world. Based on the review, the technical concept was divided into two main approaches: the sensory technical concept and technology based on a computer vision algorithm. The sensory technical concept is processed to use wireless technology, sensors, and feedback possibilities in TUI applications. The image processing approach is processed to a marker and markerless approach for object recognition, the use of cameras, and the use of computer vision platforms for TUI applications.

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Section: Tui Application Areasmentioning

confidence: 94%

Section: Tui For Programming and Controlling A Robotmentioning

confidence: 99%

Section: Sensory Technical Solutionmentioning

confidence: 99%

Section: Tui Application Areasmentioning

confidence: 99%

Section: Tui Application Areasmentioning

confidence: 99%

See 3 more Smart Citations

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

Krestanova

Černý

Augustýnek

2021

Sensors

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TabGO: Towards Accessible Computer Science in Secondary School

Andriamahery-Ranjalahy

Berquez

Jessel

et al. 2021

Lecture Notes in Computer Science

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While computing skills grow in importance in today's technology-centered society, the learning of these skills still isn't accessible easily for young visually-impaired students: in French schools for example, online platforms (like Scratch) are more and more used by teachers, but unfortunately these platforms rely heavily on visual elements. As an inclusive approach would suggest, modifications and adaptations of such platforms would favour collaboration between sighted and visually-impaired users: tangible stimuli are then favoured to compensate for visual elements, while visually-impaired and sighted communities are prompted to use the same tools. Even if tangible solutions are suggested through scientific studies in the accessibility field, a young visually-impaired student still can't use these solutions autonomously: many of these prototypes still require the intervention of a sighted third party. In this article, we describe our solution TaBGO (Tangible Blocks Go Online) which consists of enhanced tangible Scratch's blocks and an associated optical recognition software. We then present a planned user study to establish if this solution is usable and easily handled by young visually impaired and sighted students, considering users' feedback about usability, satisfaction and cognitive load.

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Immersive Learning Design for Technology Education: A Soft Systems Methodology

Tang

Tsang

et al. 2021

Front. Psychol.

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Science, technology, engineering and mathematics (STEM) education is a globalized trend of equipping students to facilitate technological and scientific developments. Among STEM education, technology education (TE) plays a significant role in teaching applied knowledge and skills to create and add value to systems and products. In higher education, the learning effectiveness of the TE assisted by the immersive technologies is an active research area to enhance the teaching quality and learning performance. In this study, a taught subject of radio frequency identification (RFID) assisted by using mixed reality technologies in a higher education institution was examined, while the soft systems methodology (SSM) was incorporated to evaluate the changes in learning performance. Under the framework of SSM, stakeholders’ perceptions toward immersive learning and RFID education are structured. Thus, a rich picture for teaching activities is established for subject control, monitoring, and evaluation. Subsequently, the design of TE does not only satisfy the students’ needs but also requirements from teachers, industries, and market trends. Finally, it is found that SSM is an effective approach in designing courses regarding hands-on technologies, and the use of immersive technologies improves the learning performance for acquiring fundamental knowledge and application know-how.

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Tangible gimmick for programming education using RFID systems

Cited by 4 publications

References 11 publications

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

TabGO: Towards Accessible Computer Science in Secondary School

Immersive Learning Design for Technology Education: A Soft Systems Methodology

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