The COVID-19 pandemic has made the struggles of the excluded louder and has also left them socially isolated. The article documents the implementation of one instance of Radical Placemaking, an “intangible”, community-driven and participatory placemaking process, in Kelvin Grove Urban Village (KGUV), Brisbane, Australia to tackle social isolation during the COVID-19 pandemic. KGUV community members were engaged in storytelling and interactive fiction online workshops to create experiential, place-based and mobile low-tech AR digital artefacts. The article expands on the methodology which involved a series of online workshops to design low-tech AR digital artefacts using digital collaboration tools (Google Classroom, Slack, Zoom) and VR environments (Mozilla Hubs). The study’s findings confirm the role of accessible AR/VR technology in enabling marginalised communities to create connectedness and community by co-creating their own authentic and diverse urban imaginaries of place and cities.
{"title":"Radical Placemaking: Utilizing Low-Tech AR/VR to engage in Communal Placemaking during a Pandemic","authors":"Kavita Gonsalves, M. Foth, G. Caldwell","doi":"10.55612/s-5002-048-007","DOIUrl":"https://doi.org/10.55612/s-5002-048-007","url":null,"abstract":"The COVID-19 pandemic has made the struggles of the excluded louder and has also left them socially isolated. The article documents the implementation of one instance of Radical Placemaking, an “intangible”, community-driven and participatory placemaking process, in Kelvin Grove Urban Village (KGUV), Brisbane, Australia to tackle social isolation during the COVID-19 pandemic. KGUV community members were engaged in storytelling and interactive fiction online workshops to create experiential, place-based and mobile low-tech AR digital artefacts. The article expands on the methodology which involved a series of online workshops to design low-tech AR digital artefacts using digital collaboration tools (Google Classroom, Slack, Zoom) and VR environments (Mozilla Hubs). The study’s findings confirm the role of accessible AR/VR technology in enabling marginalised communities to create connectedness and community by co-creating their own authentic and diverse urban imaginaries of place and cities.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126567442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Wiethoff, Marius Hoggenmueller, Beat Rossmy, Linda Hirsch, L. Hespanhol, M. Tomitsch
The augmentation of the built and urban environment with digital media has evolved and matured over recent years. Cities are seeing a rapid rise of various technologies; a trend also accelerated by global crises. Consequently, new urban interfaces are emerging that integrate next-generation technologies, such as sustainable interface materials and urban robotic systems. However, their development is primarily driven by technological concerns, leaving behind social, aesthetic, and spatial considerations. By analyzing our own media architecture research projects and real-world applications from the past two decades, we offer a structural approach for developing these new urban interfaces. The individual cases provide early insights and challenges related to prototyping and augmenting contexts with novel input and output modalities. These results in common, preliminary observed patterns in the process of integrating next-generation technologies into urban environments and surroundings, in response to continuously evolving social needs.
{"title":"A Media Architecture Approach for Designing the Next Generation of Urban Interfaces","authors":"A. Wiethoff, Marius Hoggenmueller, Beat Rossmy, Linda Hirsch, L. Hespanhol, M. Tomitsch","doi":"10.55612/s-5002-048-001","DOIUrl":"https://doi.org/10.55612/s-5002-048-001","url":null,"abstract":"The augmentation of the built and urban environment with digital media has evolved and matured over recent years. Cities are seeing a rapid rise of various technologies; a trend also accelerated by global crises. Consequently, new urban interfaces are emerging that integrate next-generation technologies, such as sustainable interface materials and urban robotic systems. However, their development is primarily driven by technological concerns, leaving behind social, aesthetic, and spatial considerations. By analyzing our own media architecture research projects and real-world applications from the past two decades, we offer a structural approach for developing these new urban interfaces. The individual cases provide early insights and challenges related to prototyping and augmenting contexts with novel input and output modalities. These results in common, preliminary observed patterns in the process of integrating next-generation technologies into urban environments and surroundings, in response to continuously evolving social needs.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133519505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a perspective on the role immersive technologies can play in the future of urban transformation. Specifically, this paper looks to answer the following questions – How can Augmented Reality be implemented as an enabler of civic participation in the urban transformation process? What specific and novel affordances does Augmented Reality present in this context? And how do these affordances demonstrate a unique interaction paradigm between citizens and cities? We review the current literature on future cities, urban transformation, digital civic participation and augmented reality usage to determine the current state of digitally enhanced urban transformation processes. As a result, we identify an opportunity in which recent developments in Augmented Reality technologies afford entirely new ways of approaching civic participation.We suggest new Augmented Reality technologies can be considered as a novel way to engage citizens in decision making processes and as a result improve the resilience, adaptability and sustainability of future cities. Augmented Reality can allow citizens and other stakeholders to visualise and imagine possible urban transformations, to contribute to an ongoing discussion between citizens and with city councils, and to participate in a feedback loop in which ideas are refined, analysed, and iterated in a collaborative process. We finally discuss challenges, tensions, and open issues of a research agenda aimed at developing immersive technologies for participatory urban transformation.
{"title":"Enhancing Urban Conversation for Smarter Cities ? Augmented Reality as an enabler of digital civic participation","authors":"Michael Hunter, A. Soro, R. Brown","doi":"10.55612/s-5002-048-004","DOIUrl":"https://doi.org/10.55612/s-5002-048-004","url":null,"abstract":"This paper presents a perspective on the role immersive technologies can play in the future of urban transformation. Specifically, this paper looks to answer the following questions – How can Augmented Reality be implemented as an enabler of civic participation in the urban transformation process? What specific and novel affordances does Augmented Reality present in this context? And how do these affordances demonstrate a unique interaction paradigm between citizens and cities? We review the current literature on future cities, urban transformation, digital civic participation and augmented reality usage to determine the current state of digitally enhanced urban transformation processes. As a result, we identify an opportunity in which recent developments in Augmented Reality technologies afford entirely new ways of approaching civic participation.We suggest new Augmented Reality technologies can be considered as a novel way to engage citizens in decision making processes and as a result improve the resilience, adaptability and sustainability of future cities. Augmented Reality can allow citizens and other stakeholders to visualise and imagine possible urban transformations, to contribute to an ongoing discussion between citizens and with city councils, and to participate in a feedback loop in which ideas are refined, analysed, and iterated in a collaborative process. We finally discuss challenges, tensions, and open issues of a research agenda aimed at developing immersive technologies for participatory urban transformation.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125967289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite prior efforts to solve urban problems and build smart cities using large-scale urban information, researchers have yet to develop tools for city administrators to easily access a diverse mix of city information. To address this limitation, this article proposes an augmented reality visualization system, GeoACT, which can develop a digital twin to present city information from both macro and micro perspectives. GeoACT employs a 3D virtual city miniature with real and virtual IoT information to provide a macro perspective view, and a 360-degree-video-based visualization technique is used for a micro perspective view. We applied GeoACT to an urban space and demonstrated that it could effectively visualize city information through an augmented reality Head Mounted Display (HMD). Furthermore, GeoACT can be used in urban control centers.
{"title":"GeoACT: Augmented Control Tower using Virtual and Real Geospatial Data","authors":"Seungyoub Ssin, Hochul Cho, Woontack Woo","doi":"10.55612/s-5002-048-006","DOIUrl":"https://doi.org/10.55612/s-5002-048-006","url":null,"abstract":"Despite prior efforts to solve urban problems and build smart cities using large-scale urban information, researchers have yet to develop tools for city administrators to easily access a diverse mix of city information. To address this limitation, this article proposes an augmented reality visualization system, GeoACT, which can develop a digital twin to present city information from both macro and micro perspectives. GeoACT employs a 3D virtual city miniature with real and virtual IoT information to provide a macro perspective view, and a 360-degree-video-based visualization technique is used for a micro perspective view. We applied GeoACT to an urban space and demonstrated that it could effectively visualize city information through an augmented reality Head Mounted Display (HMD). Furthermore, GeoACT can be used in urban control centers.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128162589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital Twins and automated decision-making systems operate on real-time sensor data extracted from the built environment to seamlessly produce insights and decisions to predict and influence behaviour in the city. However, these processes are opaque to urban occupants and as such, power holders are not held accountable for decisions. This article applies a Deleuzian lens to consider how desiring-production and modulated forms of control seduce the urban occupant through an uncritical techno-entrepreneurial framing of the smart city. In turn, this techno-optimistic narrative of smart cities seduces us into new modulated representations of ourselves in a society of control. This article argues that transparency practices in digital twins and other smart city technologies are essential as they need to signal benevolence and support trust formation in the city. Transparency practices that communicate the context of data focused decision-making allow power holders, HCI and CSCW practitioners, other technology developers and city administrators to be held accountable for these decisions. At the same time, transparency in the architecture and processes of the digital twin and ADSs creates spaces within seamless dataveillance-to-decision output processes for selfhood development, to allow ‘the right to the city’ to emerge. This article also considers strategies in which practices of power through seduction in digital twins and other smart city technologies can be made to be more benevolent through transparency.
{"title":"The Seductive Smart City and the Benevolent Role of Transparency","authors":"Brydon Wang","doi":"10.55612/s-5002-048-005","DOIUrl":"https://doi.org/10.55612/s-5002-048-005","url":null,"abstract":"Digital Twins and automated decision-making systems operate on real-time sensor data extracted from the built environment to seamlessly produce insights and decisions to predict and influence behaviour in the city. However, these processes are opaque to urban occupants and as such, power holders are not held accountable for decisions. This article applies a Deleuzian lens to consider how desiring-production and modulated forms of control seduce the urban occupant through an uncritical techno-entrepreneurial framing of the smart city. In turn, this techno-optimistic narrative of smart cities seduces us into new modulated representations of ourselves in a society of control. This article argues that transparency practices in digital twins and other smart city technologies are essential as they need to signal benevolence and support trust formation in the city. Transparency practices that communicate the context of data focused decision-making allow power holders, HCI and CSCW practitioners, other technology developers and city administrators to be held accountable for these decisions. At the same time, transparency in the architecture and processes of the digital twin and ADSs creates spaces within seamless dataveillance-to-decision output processes for selfhood development, to allow ‘the right to the city’ to emerge. This article also considers strategies in which practices of power through seduction in digital twins and other smart city technologies can be made to be more benevolent through transparency.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134459585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents a model that aims to enable better understanding of local site-specific data in the context of architectural design using augmented reality. It is developed by considering the necessities of local data in architectural design and the potentials of the location based augmented reality. The classification of the local data is provided with the use of a framework, and the structure of the model is based on researches on location based augmented reality applications. The operability of the model is described by an integrated workflow that is explained under the stages of data acquisition, data query and data display. Lastly, it is conceptually presented by use cases that are focus on the necessities of local data from the architectural perspective. By bringing the architect into more direct contact with the site, the model facilitates to understand local data in situ and supports the reasoning process to design.
{"title":"Augmented reality supported model for the use of local data in architectural design","authors":"Faruk Can Ünal, Yüksel Demir","doi":"10.55612/s-5002-048-003","DOIUrl":"https://doi.org/10.55612/s-5002-048-003","url":null,"abstract":"This study presents a model that aims to enable better understanding of local site-specific data in the context of architectural design using augmented reality. It is developed by considering the necessities of local data in architectural design and the potentials of the location based augmented reality. The classification of the local data is provided with the use of a framework, and the structure of the model is based on researches on location based augmented reality applications. The operability of the model is described by an integrated workflow that is explained under the stages of data acquisition, data query and data display. Lastly, it is conceptually presented by use cases that are focus on the necessities of local data from the architectural perspective. By bringing the architect into more direct contact with the site, the model facilitates to understand local data in situ and supports the reasoning process to design.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122082207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Andolina, Yi-Ta Hsieh, Denis Kalkofen, Antti Nurminen, Diogo Cabral, A. Spagnolli, L. Gamberini, A. Morrison, D. Schmalstieg, Giulio Jacucci
This paper introduces a design framework for mixed reality urban exploration (MRUE), based on a concrete implementation in a historical city. The framework integrates different modalities, such as virtual reality (VR), augmented reality (AR), and haptics-audio interfaces, as well as advanced features such as personalized recommendations, social exploration, and itinerary management. It permits to address a number of concerns regarding information overload, safety, and quality of the experience, which are not sufficiently tackled in traditional non-integrated approaches. This study presents an integrated mobile platform built on top of this framework and reflects on the lessons learned.
{"title":"Designing for Mixed Reality Urban Exploration","authors":"S. Andolina, Yi-Ta Hsieh, Denis Kalkofen, Antti Nurminen, Diogo Cabral, A. Spagnolli, L. Gamberini, A. Morrison, D. Schmalstieg, Giulio Jacucci","doi":"10.55612/s-5002-048-002","DOIUrl":"https://doi.org/10.55612/s-5002-048-002","url":null,"abstract":"This paper introduces a design framework for mixed reality urban exploration (MRUE), based on a concrete implementation in a historical city. The framework integrates different modalities, such as virtual reality (VR), augmented reality (AR), and haptics-audio interfaces, as well as advanced features such as personalized recommendations, social exploration, and itinerary management. It permits to address a number of concerns regarding information overload, safety, and quality of the experience, which are not sufficiently tackled in traditional non-integrated approaches. This study presents an integrated mobile platform built on top of this framework and reflects on the lessons learned.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"147 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125869549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper -secondary students’ 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students’ and teachers’ experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities’ design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students’ design, a survey with the school students, post-interviews with the teachers and the university students, and the university students’ written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students’ experiences, and 3) the participating teachers’ experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students’ 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students’ learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student’s knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems.
{"title":"Using gamification as an online teaching strategy to develop students' 21st century skills","authors":"Eva Mårell-Olsson","doi":"10.55612/s-5002-047-004","DOIUrl":"https://doi.org/10.55612/s-5002-047-004","url":null,"abstract":"This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper -secondary students’ 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students’ and teachers’ experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities’ design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students’ design, a survey with the school students, post-interviews with the teachers and the university students, and the university students’ written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students’ experiences, and 3) the participating teachers’ experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students’ 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students’ learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student’s knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130348108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Web-based videoconferencing has gained a great momentum worldwide, with extremely high adoption rates during the COVID -19 pandemic. The current study aims to investigate the use of web-based videoconferencing for teaching in the post-COVID-19 landscape. The study proposes and evaluates a model to predict continuance intention to use videoconferencing systems, from the perspective of University teachers. The proposed model combines constructs from the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM). Sixty-six academic staff members filled out a survey questionnaire about their attitudes towards continuing using videoconferencing systems for teaching in the post-Emergency Remote Teaching (ERT) period. Partial Least Squares (PLS) was used to test the measurement and the structural model. The model explains and predicts 73% of the total variance in continuance intention to use. User satisfaction with web-based videoconferencing and perceived usefulness are the top two strong predictors. Implications for school administrators and instructional designers are discussed.
{"title":"Web-based videoconferencing for teaching online: Continuance intention to use in the post-COVID-19 period","authors":"S. Nikou","doi":"10.55612/s-5002-047-006","DOIUrl":"https://doi.org/10.55612/s-5002-047-006","url":null,"abstract":"Web-based videoconferencing has gained a great momentum worldwide, with extremely high adoption rates during the COVID -19 pandemic. The current study aims to investigate the use of web-based videoconferencing for teaching in the post-COVID-19 landscape. The study proposes and evaluates a model to predict continuance intention to use videoconferencing systems, from the perspective of University teachers. The proposed model combines constructs from the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM). Sixty-six academic staff members filled out a survey questionnaire about their attitudes towards continuing using videoconferencing systems for teaching in the post-Emergency Remote Teaching (ERT) period. Partial Least Squares (PLS) was used to test the measurement and the structural model. The model explains and predicts 73% of the total variance in continuance intention to use. User satisfaction with web-based videoconferencing and perceived usefulness are the top two strong predictors. Implications for school administrators and instructional designers are discussed.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115513591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Programming is introduced in secondary education in a growing number of subjects. This results in an increasing number of teachers teaching programming in their classes, often without proper training. Learning programming might be complicated, even more so is teaching it. In this context, there is a need to understand teachers’ perspectives on teaching programming. This paper aims to identify challenges that teachers in secondary schools face and might negatively impact their teaching, i.e., stumbling stones, as well as elements that promote teaching and give motivation, i.e., stepping stones. The paper is based on the analysis of reflection notes delivered by in-service teachers attending a university-level course on teaching programming. The teachers compile the reflection notes after they complete their final project. Projects are centred around the definition of teaching plans to be tried out in class. The reflection notes of 173 students are analysed to identify issues related to: programming; teaching programming; recurrent didactic issues; and external challenges. The analysis is then summarised in a set of stumbling and stepping stones. For example, time is identified as one of the main stumbling stones by teachers. On the other side, motivation is one of the central stepping stones that we can identify in the data, often connected to the excitement of teaching something that was not previously taught in schools or that teachers perceive as highly relevant for society and the future job market. Implications for teacher training are also identified.
{"title":"Teaching Programming in Secondary Schools: Stepping and Stumbling Stones","authors":"Majid Rouhani, Veronica Farshchian, M. Divitini","doi":"10.55612/s-5002-047-003","DOIUrl":"https://doi.org/10.55612/s-5002-047-003","url":null,"abstract":"Programming is introduced in secondary education in a growing number of subjects. This results in an increasing number of teachers teaching programming in their classes, often without proper training. Learning programming might be complicated, even more so is teaching it. In this context, there is a need to understand teachers’ perspectives on teaching programming. This paper aims to identify challenges that teachers in secondary schools face and might negatively impact their teaching, i.e., stumbling stones, as well as elements that promote teaching and give motivation, i.e., stepping stones. The paper is based on the analysis of reflection notes delivered by in-service teachers attending a university-level course on teaching programming. The teachers compile the reflection notes after they complete their final project. Projects are centred around the definition of teaching plans to be tried out in class. The reflection notes of 173 students are analysed to identify issues related to: programming; teaching programming; recurrent didactic issues; and external challenges. The analysis is then summarised in a set of stumbling and stepping stones. For example, time is identified as one of the main stumbling stones by teachers. On the other side, motivation is one of the central stepping stones that we can identify in the data, often connected to the excitement of teaching something that was not previously taught in schools or that teachers perceive as highly relevant for society and the future job market. Implications for teacher training are also identified.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122157608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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