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1. A Software Debugger for E-textiles and Arduino Microcontrollers

   Schneider, M. ; Hill, C. ; Eisenberg, A. ; Gross, M. ; Blum, A. ( October 2020 , FabLearn 2020 - 9th Annual Conference on Maker Education (FabLearn ’20))

   Today’s STEM classrooms have expanded the domain of computer science education from a basic two-toned terminal screen to now include helpful Integrated Development Environments(IDE) (BlueJ, Eclipse), block-based programming (MIT Scratch, Greenfoot), and even physical computing with embedded systems (Arduino, LEGO Mindstorm). But no matter which environment a student starts programming in, all students will eventually need help in finding and fixing bugs in their code. While the helpful IDE’s have debugger tools built in (breakpoints for pausing your program, ways to view/modify variable values, and "stepping" through code execution), in many of the other programming environments, students are limited to using print statements to try and "see" what is happening inside their program. Most students who learn to write code for Arduino microcontrollers will start within the Arduino IDE, but the official Arduino IDE does not currently provide any debugging tools. Instead, a student would have to move on to a professional IDE such as Atmel Studio or acquire a hardware debugger in order to add breakpoints or view their program’s variables. But each of these options has a steep learning curve, additional costs, and can require complex configurations. Based on research of student debugging practices[3, 7] and our own classroom observations, we have developed an Arduino software library, called Arduino Debugger, which provides some of these debugging tools (ex. breakpoints) while staying within the official Arduino IDE. This work continues a previous library, (redacted), which focused on features specific to e-textiles development boards. The Arduino Debugger library has been modified to support not only e-textile boards (Lilypad, Adafruit Circuit Playground) but most AVR and ARM based Arduino boards.We are also in the process of testing a set of Debugging Code Templates to see how they might increase student adoption of debugging tools. 

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2. AdaCAD: Crafting Software For Smart Textiles Design

   https://doi.org/10.1145/3290605.3300575  

   Friske, Mikhaila ; Wu, Shanel ; Devendorf, Laura ( January 2019 , CHI '19 Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems)

   Woven smart textiles are useful in creating flexible electronics because they integrate circuitry into the structure of the fabric itself. However, there do not yet exist tools that support the specific needs of smart textiles weavers. This paper describes the process and development of AdaCAD, an application for composing smart textile weave drafts. By augmenting traditional weaving drafts, AdaCAD allows weavers to design woven structures and circuitry in tandem and offers specific support for common smart textiles techniques. We describe these techniques, how our tool supports them alongside feedback from smart textiles weavers. We conclude with a reflection on smart textiles practice more broadly and suggest that the metaphor of coproduction can be fruitful in creating effective tools and envisioning future applications in this space. 

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3. A Wearable Meter That Actively Monitors the Continuity of E-Textile Circuits as They Are Sewn

   Hill, C. ; Schneider, M. ; Eisenberg, A. ; Gross, M. ; Blum, A. ( October 2020 , FabLearn 2020 - 9th Annual Conference on Maker Education (FabLearn ’20))

   The e-textile landscape has enabled creators to combine textile materiality with electronic capability. However, the tools that e-textile creators use have been adapted from traditional textile or hardware tools. This puts creators at a disadvantage, as e-textile projects present new and unique challenges that currently can only be addressed using a non-specialized toolset. This paper introduces the first iteration of a wearable e-textile debugging tool to assist novice engineers in problem solving e-textile circuitry errors. These errors are often only detected after the project is fully built and are resolved only by disassembling the circuit. Our tool actively monitors the continuity of the conductive thread as the user stitches, which enables the user to identify and correct circuitry errors as they create their project. 

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4. Computational concepts, practices, and collaboration in high school students’ debugging electronic textile projects.

   Jayathirtha, G. ( January 2018 , Conference Proceedings of International Conference on Computational Thinking Education 2018)

   Debugging, a recurrent practice while programming, can reveal significant information about student learning. Making electronic textile (e-textile) artifacts entails numerous opportunities for students to debug across circuitry, coding, crafting and designing domains. In this study, 69 high school students worked on a series of four different e-textiles projects over eight weeks as a part of their introductory computer science course. We analyzed debugging challenges and resolutions reported by students in their portfolios and interviews and found not only a wide range of computational concepts but also the development of specific computational practices such as being iterative and incremental in students’ debugging e-textiles projects. In the discussion, we address the need for more studies to recognize other computational practices such as abstraction and modularization, the potential of hybrid contexts for debugging, and the social aspects of debugging. 

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5. Computational concepts, practices, and collaboration in high school students’ debugging electronic textile projects

   Jayathirtha, G. ( January 2018 , Conference Proceedings of International Conference on Computational Thinking Education 2018)

   Debugging, a recurrent practice while programming, can reveal significant information about student learning. Making electronic textile (e-textile) artifacts entails numerous opportunities for students to debug across circuitry, coding, crafting and designing domains. In this study, 69 high school students worked on a series of four different e-textiles projects over eight weeks as a part of their introductory computer science course. We analyzed debugging challenges and resolutions reported by students in their portfolios and interviews and found not only a wide range of computational concepts but also the development of specific computational practices such as being iterative and incremental in students’ debugging e-textiles projects. In the discussion, we address the need for more studies to recognize other computational practices such as abstraction and modularization, the potential of hybrid contexts for debugging, and the social aspects of debugging. 

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