中国科学院自动化研究所机构知识库

信息技术的高速发展改变了人们的学习与生活方式，培养儿童计算思维与合作能力的重要性日益凸显。编程教育作为培养儿童计算思维的有效途径，得到国内外学者深入研究。现有研究表明，与图形化编程相比实物编程系统更符合儿童认知发展，并且实物交互空间的开放性可以有效促进儿童合作学习，从而实现编程系统与合作学习的相互支撑。然而，现有的大部分实物编程工具不能有效地激发儿童的主动合作。基于此，本文以合作学习理论为指导，设计实现了面向儿童合作学习的实物编程系统，并开展了用户研究。

本文的主要研究内容包括：

1. 研究儿童实物编程及用户评估的国内外现状

阅读国内外相关论文，了解儿童编程系统发展历程，重点分析实物编程系统的研究现状，并通过相关工作论证实物编程与合作学习相辅相成的关系。分析了基于生理信号的用户评估相关工作，探讨了在实物编程用户评估中采用EDA生理信号技术的可行性。

2. 研究面向儿童合作学习的实物编程设计原则

在以往工作基础上，对分布式认知理论、合作学习理论和实物交互设计原则进行梳理，从实物编程语言设计、规则设计、交互界面设计、合作机制设计等方面，提出了面向儿童合作学习的实物编程设计原则。

3. 设计并实现一款基于增强现实的儿童实物编程系统

以合作学习理论和意图理解算法为指导，设计并实现一款基于增强现实的儿童实物编程系统CoAR-Maze，并开展用户研究。CoAR-Maze在游戏关卡中融入合作机制、意图理解算法和AR技术，在协助儿童学习序列、循环、条件分支、任务分解等编程知识的同时，注重激发儿童的主动合作并提高儿童编程学习中的沉浸感。其用户研究结合视频量化、实验观察、能力测试、问卷访谈等数据，分析了儿童合作编程的特点和优势，研究结果验证了系统的有效性、易用性和对儿童用户的吸引力。

4. 设计并实现了一款支持灯光设计的儿童实物编程系统

基于分布式认知理论，设计并实现了一款支持灯光设计的儿童实物编程系统Lighters，并开展用户研究。系统包含8种65个编程卡支持实现上千种灯光效果和不同方式的合作编程。在协助儿童学习序列、参数、任务分解、调试等基本知识外，注重培养儿童计算思维、合作能力和创造力。其评估实验结合EDA生理信号、问卷、访谈、能力测评等多模态数据验证了该系统的有效性，分析了儿童在编程过程中的情绪变化以及不同合作模式对编程学习的影响。

综上，本文实现的两款实物编程系统将填补国内合作编程工具的空白，为培养儿童计算思维与合作能力提供可行途径。所采用的实验评估方法能辅助实验人员挖掘出情感认知和交互状态层面的更全面、更客观、更连续的用户数据，对实物编程领域的用户研究具有一定的启示意义。

The rapid development of information technology has changed people's learning and lifestyle. It is increasingly important to cultivate children's computational thinking and collaboration ability. As an effective way to develop children's computational thinking, programming education has been deeply studied by scholars at home and abroad. The tangible programming system is more in line with children's cognitive development and mutually supports collaborative learning. However, most of the existing tangible programming systems do not effectively stimulate active collaboration among children. This thesis studies the object programming system for children's collaborative learning, guided by collaborative learning theory.

The main research contents of this thesis include:

1. Research on the tangible programming and user study based on physiological signal

Through reading the literatures, the thesis aims to understand the development process of children's programming system. Focus on analyzing the research status of tangible programming system, and demonstrate the complementary relationship between tangible programming and collaborative learning. This thesis analyzes the related works of user study based on physiological signal and discusses the feasibility of using EDA physiological signal technology in user study of tangible programming.

2. Research and design the principles of tangible programming system for children's collaborative learning

Based on the previous work, the thesis combines the distributed cognition theory, cooperative learning theory, and the principle of object interaction design. It would design the principles of tangible programming system supporting children's collaborative learning. These principles contain the following aspects of object programming language, rule design, interactive interface, and collaborative mechanism.

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

Based on the above design principles, this thesis designed and implemented a tangible programming system supporting collaborative learning, namely CoAR-Maze. This system combines collaborative mechanism, intent-understanding, and AR technology, in order to stimulate active collaboration and increase immersion of programming learning. The user study of CoAR-Maze adopts video quantification, experimental observation, ability test, questionnaire and interview, verified the system's effectiveness, usability and appeal, and analyzed the characteristics and advantages of collaborative programming.

4. Design and implement of children tangible programming system based on virtual LED lights  

Based on distributed cognitive theory, this thesis designs and implements a tangible programming system supporting lighting design, and conducts its user study. The system includes eight types of 65 programming cards to support the realization of thousands of lighting effects and different ways of collaborative programming. Its user study combined multi-modal data including EDA physiological signal, questionnaire, interview, ability test to verify the effectiveness of the system, and analyzed the emotional changes of children in the process of programming and the impact of different collaborative modes on programming learning.

To sum up, the two tangible programming systems will fill the gap of collaborative tangible programming tools in China and provide a feasible way to cultivate children's computational thinking and collaboration ability. The method of the user study can mine more comprehensive, more objective, and more continuous experimental data at the level of emotional cognition and interactive state, which has a certain enlightenment significance to the user study of tangible programming.