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http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/73640完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 陳炳宇 | |
| dc.contributor.author | Yi-Ning Chang | en |
| dc.contributor.author | 張倚寧 | zh_TW |
| dc.date.accessioned | 2021-06-17T08:07:15Z | - |
| dc.date.available | 2019-08-20 | |
| dc.date.copyright | 2019-08-20 | |
| dc.date.issued | 2019 | |
| dc.date.submitted | 2019-08-19 | |
| dc.identifier.citation | [1] Blockly games. https://blockly-games.appspot.com/.
[2] Code master. https://www.thinkfun.com/products/code-master/. [3] K–12 computer science framework. https://k12cs.org/. [4] Tynker. https://www.tynker.com/. [5] Arawjo, I., Wang, C.-Y., Myers, A. C., Andersen, E., and Guimbretière, F. Teaching programming with gamified semantics. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (New York, NY, USA, 2017), CHI ’17, ACM, pp. 4911–4923. [6] Flannery, L. P., Silverman, B., Kazakoff, E. R., Bers, M. U., Bontá, P., and Resnick, M. Designing scratchjr: Support for early childhood learning through computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children (2013), ACM, pp. 1–10. [7] Horn, M. S., and Jacob, R. J. K. Designing tangible programming languages for classroom use. In Proceedings of the 1st International Conference on Tangible and Embedded Interaction (New York, NY, USA, 2007), TEI ’07, ACM, pp. 159–162. [8] Horn, M. S., Solovey, E. T., Crouser, R. J., and Jacob, R. J. Comparing the use of tangible and graphical programming languages for informal science education. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (New York, NY, USA, 2009), CHI ’09, ACM, pp. 975–984. [9] Hu, F., Zekelman, A., Horn, M., and Judd, F. Strawbies: Explorations in tangible programming. In Proceedings of the 14th International Conference on Interaction Design and Children (New York, NY, USA, 2015), IDC ’15, ACM, pp. 410–413. [10] Jones, S. P., Mitchell, B., and Humphreys, S. Computing at school in the uk. CACM Report (2013). [11] Kaczmarczyk, L. C., Petrick, E. R., East, J. P., and Herman, G. L. Identifying student misconceptions of programming. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education (New York, NY, USA, 2010), SIGCSE ’10, ACM, pp. 107–111. [12] Kelleher, C., Pausch, R., Pausch, R., and Kiesler, S. Storytelling alice motivates middle school girls to learn computer programming. In Proceedings of the SIGCHI conference on Human factors in computing systems (2007), ACM, pp. 1455–1464. [13] Meerbaum-Salant, O., Armoni, M., and Ben-Ari, M. M. Learning computer science concepts with scratch. In Proceedings of the Sixth International Workshop on Computing Education Research (New York, NY, USA, 2010), ICER ’10, ACM, pp. 69–76. [14] Melcer, E., and Isbister, K. Bots (main)frames: Exploring the impact of tangible blocks and collaborative play in an educational programming game. [15] Piaget, J. Piaget’s theory. In Piaget and his school. Springer, 1976, pp. 11–23. [16] Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., and Kafai, Y. Scratch: Programming for all. Commun. ACM 52, 11 (Nov. 2009), 60–67. [17] Suzuki, H., and Kato, H. Interaction-level support for collaborative learning: Algoblock-an open programming language. In The first international conference on Computer support for collaborative learning (1995), L. Erlbaum Associates Inc., pp. 349–355. [18] Wang, D., Zhang, C., and Wang, H. T-maze: A tangible programming tool for children. In Proceedings of the 10th International Conference on Interaction Design and Children (New York, NY, USA, 2011), IDC ’11, ACM, pp. 127–135. [19] Wing, J. M. Computational thinking. Commun. ACM 49, 3 (Mar. 2006), 33–35. [20] Wyeth, P. How young children learn to program with sensor, action, and logic blocks. Journal of the Learning Sciences 17 (10 2008). | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/73640 | - |
| dc.description.abstract | 隨著資訊科技的普及，教育界與學者們已漸漸將程式教育納 入K-12 程式教育 (小一至高三) 的正規課程之中。各種形式的程式教育工具隨之興起，視覺化程式教育工具[1, 4, 16], 實體程式教育工具[7, 8, 20] 與不插電程式教育工具 [2] 等等工具，設計了指令層次、語法層次的具象化隱喻。然而，程式設計需要的邏輯推理能力不僅僅存在於與一層次，更需要更高階的心智能力，此高階邏輯推理能力即為「演算性思考」[19]。本篇研究探討了具象化隱喻於K-12程式教育中之演算性思考的應用，並針對此目的設計一個卡牌遊戲，「Chef Programming」。此研究進行了一個使用者實驗來探討K-12學童於Chef Programming中的使用行為與學習成效，實驗包含自學階段、解決問題階段及訪談階段。
本研究主要的貢獻為：設計與實作K12程式教育遊戲，並提供可整合多種不同高階演算性思維的觀念之具象化隱喻。Chef Programming的優點為：(1)以日常生活的具體事物作為具象化隱喻，輔助初學者學習抽象演算性思考概念。(2)對於較高階演算性思考概念亦提出具象化隱喻。(3)此遊戲所設計的各個隱喻彼此之間可高度自由排列組合，使得K12課綱中的不同高階觀念可以更易於整合。 | zh_TW |
| dc.description.abstract | Educators and researchers have incorporated computer science education into the K-12 curriculum. Visual programming tools [1, 4, 16], tangible interfaces [7, 8, 20] and unplugged games [2], have applied concrete metaphors for instructions, syntax, and algorithmic concepts in the programming process. Nonetheless, the programming requires logical thinking and reasoning not only on the semantic level, but also on a higher cognitive level, a cognitive process called “algorithmic thinking”[19]. In this paper, we explore concreteness metaphors that can facilitate the integration cross the framework of algorithmic thinking, we propose Chef Programming, a card-based game aimed at fostering K12 children’s algorithmic thinking abilities. We evaluate children’s learning processes through Chef Programming, which involved a self-learning session, a problem-solving session and an interview session. The main contribution of this paper is the concreteness metaphors that not only concretize the programming syntax but also concretize the algorithmic thinking concepts which allow intuitive integration of advanced concepts. The advantages of the proposed metaphors of Chef Programming are as follows: (1) The concreteness metaphors that leverage the concrete properties of objects. (2) The concreteness metaphors for advanced concepts. (3) The integration of different types of concepts. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-17T08:07:15Z (GMT). No. of bitstreams: 1 ntu-108-R02725034-1.pdf: 8565917 bytes, checksum: a0d039059aa811327c8a93746c716b79 (MD5) Previous issue date: 2019 | en |
| dc.description.tableofcontents | 1 Chapter 1. Introduction 7
2 Chapter 2. Related Work 9 2.1 Children’s Difficulties in Learning Programming Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.1.1 Children’s Cognitive Development of Abstract Thinking . . . . . . . . . . . . . . . . . . . . . . . 9 2.1.2 Difficulties of Understanding Programming Concepts . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.2 Metaphors for Programming Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.2.1 Metaphors for Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.2.2 Metaphors for Syntax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2.2.3 Metaphors for Algorithmic Thinking Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3 Chapter 3. Concreteness Metaphors of Algorithm Thinking Concepts 13 3.1 The Metaphor of Conveyor Belts: Control Flow Structures . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.1.1 Moving Sequences on Conveyor Belts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.1.2 Cyclic Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.1.3 Branch Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.1.4 Additive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 3.2 The Metaphor of Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3.2.1 Chef Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3.2.2 Tool Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3.2.3 Control Flow Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 3.3 The Metaphor of Doors/Rooms: Modularity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 3.4 The Metaphor of Food: Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 3.5 The Metaphor of Boxes: Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 4 Chapter 4. Interface design 19 4.1 Recipe panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 4.2 Card panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 4.3 Conveyor Belt area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4.4 Assisitive Interface Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4.4.1 Highlighted Frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4.4.2 Hints for Errors: Dark Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4.4.3 Hints for Errors: The Message for the Array Out-Of-Bound Error . . . . . . . . . . . . . . . . . . 22 5 Chapter 5. Course Design 25 5.1 Sequencing tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 5.2 Completion tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 5.3 Demonstration video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 6 Chapter 6. Evaluation 27 6.1 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 6.2 Session 1: Self-Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 6.2.1 Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 6.2.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 6.2.3 Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 6.3 Session 2: Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 6.3.1 Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 6.3.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 6.3.3 Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 6.4 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 6.4.1 The Result of Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 6.4.2 The Result of Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 6.4.3 The Result of Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 7 Chapter 7. Conclusion 39 Bibliography 41 | |
| dc.language.iso | en | |
| dc.subject | K-12程式教育 | zh_TW |
| dc.subject | 程式教育遊戲 | zh_TW |
| dc.subject | 設計隱喻 | zh_TW |
| dc.subject | 具象化隱喻 | zh_TW |
| dc.subject | 人機互動 | zh_TW |
| dc.subject | 圖像化程式 | zh_TW |
| dc.subject | K-12 Programming Education. | en |
| dc.subject | Educational Programming Game | en |
| dc.subject | Graphical Programming | en |
| dc.subject | Human-Computer Interaction | en |
| dc.subject | Design Metaphors | en |
| dc.title | 廚師程式遊戲：具象化隱喻設計於 K12演算性思考教育之應用 | zh_TW |
| dc.title | Chef Programming: Designing Concreteness Metaphors for K12 Algorithmic Thinking Education | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 107-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 張永儒,袁千雯 | |
| dc.subject.keyword | 程式教育遊戲,圖像化程式,人機互動,具象化隱喻,設計隱喻,K-12程式教育, | zh_TW |
| dc.subject.keyword | Educational Programming Game,Graphical Programming,Human-Computer Interaction,Design Metaphors,K-12 Programming Education., | en |
| dc.relation.page | 42 | |
| dc.identifier.doi | 10.6342/NTU201903789 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2019-08-19 | |
| dc.contributor.author-college | 管理學院 | zh_TW |
| dc.contributor.author-dept | 資訊管理學研究所 | zh_TW |
| 顯示於系所單位： | 資訊管理學系 | |
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