Hypercubes : learning computational thinking through embodied spatial programming in augmented reality

Computational thinking has been described as a basic skill that should be included in the educational curriculum. Several online screen-based platforms for learning computational thinking have been developed during the past decades. In this thesis we propose the concept of Embodied Spatial Programming as a new and potentially improved programming paradigm for learning computational thinking in space. We have developed HyperCubes, an example Augmented Reality authoring platform that makes use of this paradigm. With a set of qualitative user studies we have assessed the engagement levels and the potential learning outcomes of the application. Through space, the physical environment, creativity and play the user is able to tinker with basic programming concepts that can lead to a better adoption of computational thinking skills.

Department dc:contributor.department

Program in Media Arts and Sciences (Massachusetts Institute of Technology)

Grantor dc:publisher

Massachusetts Institute of Technology

Year dc:date.issued

2018

Author dc:creator

• Fusté Lleixà, Anna

Advisor dc:contributor.advisor

• .Chris Schmandt

• Program in Media Arts and Sciences ()

Statement dc:rights

• MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.

Licence dc:rights.uri

• http://dspace.mit.edu/handle/1721.1/7582

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/1721.1/120690

OAI identifier oai:identifier

oai:dspace.mit.edu:1721.1/120690