Research Project: Erken Dönem Programlama Eğitimi İçin Akıllı Arayüzler
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Contributors
Funders
ID
TB.00490
Authors
Sezgin, Tevfik Metin
Faculty Member
Publications
Kart-ON: an extensible paper programming strategy for affordable early programming education
(Association for Computing Machinery (ACM), 2022) Sabuncuoğlu, Alpay; Sezgin, Tevfik Metin; Department of Computer Engineering; Graduate School of Sciences and Engineering; KUIS AI (Koç University & İş Bank Artificial Intelligence Center); Yes; College of Engineering; GRADUATE SCHOOL OF SCIENCES AND ENGINEERING; Research Center
Programming has become a core subject in primary and middle school curricula. Yet, conventional solutions for in-class programming activities require each student to have expensive equipment, which creates an opportunity gap for low-income students. Paper programming can provide an affordable, engaging, and collaborative in-class programming experience by allowing groups of students to use inexpensive materials and share smartphones. However, current paper-programming examples are limited in terms of language expressivity and generalizability. Addressing these limitations, we developed a paper-programming flow and its variants in different abstraction levels and input/output styles. The programming environments consist of pre-defined tangible programming cards and a mobile application that runs computer vision models to recognize them. This paper describes our educational and technical development process, presents a qualitative analysis of the early user study results and shares our design considerations to help develop wide-reaching paper programming environments.
Prototyping products using web-based AI tools: designing a tangible programming environment with children
(Association for Computing Machinery (ACM), 2022) Sabuncuoğlu, Alpay; Sezgin, Tevfik Metin; KUIS AI (Koç University & İş Bank Artificial Intelligence Center); Yes; Research Center
A wide variety of children's products such as mobile apps, toys, and assistant systems now have integrated smart features. Designing such AI-powered products with children, the users, is essential. Using high-fidelity prototypes can be a means to reveal children's needs and behaviors with AI-powered systems. Yet, a prototype that can show unpredictable features similar to the final AI-powered product can be expensive. A more manageable and inexpensive solution is using web-based AI prototyping tools such as Teachable Machine. In this work, we developed a Teachable Machine-powered game-development environment to inform our tangible programming environment's design decisions. Using this kind of an AI-powered high-fidelity prototype in the research process allowed us to observe children in a very similar setting to our final AI-powered product and extract design considerations. This paper reports our experience of prototyping AI-powered solutions with children and shares our design considerations for children's self-made tangible representations.
