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在信息化的新时代，编程教育受到了越来越多的重视。编程作为计算机科学教育中的重要组成部分，是培养计算思维的一种有效途径。目前适合儿童的编程工具包括图形化编程工具和实物编程工具，对于年龄较小的儿童来说，实物交互因符合儿童的认知习惯而被认为是一种更有效的交互方式。然而，纯实物用户界面在视觉效果方面具有限制，如创建丰富多变的立体环境，给予充足的视觉反馈比较困难。增强现实(AR)技术可以将学习资源直接映射在物理世界中，对实物交互界面的视觉效果限制是一种强有力的弥补。另外，分布式认知理论考虑参与认知活动的全部因素，常作为理论指导应用在教育系统之中加强认知效果。

本文的目的为结合儿童认知发展特征和分布式认知理论，研究基于增强现实的儿童实物编程系统，为儿童学习编程提供过程上的支持，帮助儿童克服编程的障碍，体验编程的乐趣，进而培养他们的计算思维能力和创新能力。

本文的主要研究内容包括：

1. 研究计算思维及儿童实物编程的发展现状

通过国内外文献，了解计算思维的发展过程和培养方法，儿童实物编程的起源及作用，以及如何通过编程来帮助发展计算思维能力。此外，还跟踪了国内外实物编程相关的工作，按用户界面的虚实混合程度进行分类，并分析各类编程工具的优缺点，为设计基于增强现实的的实物编程系统奠定了基础。

2. 研究基于分布式认知和增强现实环境中的实物交互设计原则

将分布式认知理论引入到儿童编程应用中，从分布式认知的角度给出指导儿童应用系统的设计原则。总结增强现实环境的设计原则和实物交互界面的设计原则，帮助提高儿童的认知效率和效果。并在以上设计原则指导下设计了基于增强现实的儿童实物编程交互方法。

3. 设计并实现基于增强现实技术的儿童实物编程原型系统

在深入了解并分析总结已有实物编程工作和相关设计原则之后，设计并实现了两款面向儿童的实物创作和编程系统TanCreator和CodAR，用自然、有效的方法将物理世界与虚拟世界结合起来，借助增强现实技术帮助儿童更简单的探索编程的相关知识，如序列、参数、循环等。

4. 增强现实环境下的儿童用户群体的评估方法

CodAR原型系统使用了迭代式开发方法，共进行了两次评估。第一次评估主要探索了在增强现实环境中儿童认知发展技能的使用的情况，并评估了系统的用户体验，收集用户建议以帮助下一版本的迭代。第二次评估探讨了在有或无AR支持的情况下，儿童在系统易学易用性、趣味性以及互动行为方面的差异，并且进一步验证了系统在儿童编程概念教授方面的有效性。本文通过评估问卷、访谈、视频观察及分析相结合的方式，从定性和定量两个方面对CodAR系统进行了评估。

In the new era of information technology, programming education has received more and more attention. As an important part of computer science education, programming is an effective way to cultivate computational thinking. At present, children-friendly programming tools include graphical programming tools and tangible programming tools. For younger children, tangible interaction is considered to be a more effective way because it conforms to children's cognitive habits. However, the visual effect in a pure tangible user interface is limited, such as creating changeable game scenes and it is difficult to give sufficient visual feedback. Augmented Reality (AR) technology can map learning resources into the physical world directly. It is also a powerful remedy for the visual effect limitation of the tangible interaction interface. In addition, distributed cognitive theory takes into account all the factors involved in cognitive activities, and is often used as theoretical guidance to enhance the cognitive effect in the education system.

The purpose of this paper is to study children's tangible programming system based on Augmented Reality technology, with the combination of children's cognitive development characteristics and distributed cognitive theory. The paper aims to support children programming, to help children overcome programming obstacles, to make programming more fun, and to cultivate children's computational thinking ability and innovative ability.

The main contents of this paper include:

1. Research on the development of computational thinking and children tangible programming

Through the literature at home and abroad, the paper aims to understand the development process and training methods of computational thinking, the origin and function of children's tangible programming, and how to help develop computational thinking ability through programming. In addition, the studies related to tangible programming are investigated and classified according to the degree of mixture of virtual and real user interfaces. Also, the advantages and disadvantages of various programming tools are analyzed, which lays a foundation for the design of tangible programming system based on Augmented Reality.

2. Research on the principles of tangible interaction design based on distributed cognition and AR environment

Distributed cognitive theory is introduced into the child-oriented programming system, and the principles of it which guiding the design of children's applications and systems are given. Summarized the design principles of Augmented Reality environment and tangible user interface to help improve children's cognitive efficiency and effectiveness. Under the guidance of the above design principles, children tangible programming model based on AR technology is designed.

3. Design and implement of children tangible programming system based on Augmented Reality technology

After a thorough understanding and analysis of the existing tangible programming systems and related design principles, two child-oriented tangible creation and programming systems TanCreator and CodAR are designed and implemented. The physical and virtual world are combined through AR technology in a natural and effective way to help children explore the relevant knowledge of programming more simply, such as sequence, parameters, loop and so on.

4. Assessment methods of the children user group in Augmented Reality Environment

The CodAR prototype system uses an iterative development approach and has been evaluated twice. The first evaluation explored the use of children's cognitive development skills in AR environments, and studied the user experience of the system, gathered user’s feedback to help with the next iteration. The second evaluation explored the differences in learnability and usability, enjoyment and interactive behavior among children with or without AR feedback support. This paper evaluates the CodAR system qualitatively and quantitatively through the combination of evaluation questionnaire, interview, video observation and analysis.