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1. Position: IntelliBlox: A Toolkit for Integrating Block-Based Programming into Game-Based Learning Environments

   https://doi.org/10.1109/BB48857.2019.8941222  

   Taylor, Sandra ; Min, Wookhee ; Mott, Bradford ; Emerson, Andrew ; Smith, Andy ; Wiebe, Eric ; Lester, James ( October 2019 , 2019 IEEE Blocks and Beyond Workshop (B&B))

   Block-based programming languages reduce the need to learn low-level programming syntax while enabling novice learners to focus on computational thinking skills. Game-based learning environments have been shown to create effective and engaging learning experiences for students in a broad range of educational domains. The fusion of block-based programming with game-based learning offers significant potential to motivate learners to develop computational thinking skills. A key challenge educational game developers face in creating rich, interactive learning experiences that integrate computational thinking activities is the lack of an embeddable block-based programming toolkit. Current block-based programming languages, such as Blockly and Scratch, cannot be easily embedded into industry-standard 3D game engines. This paper presents IntelliBlox, a Blockly-inspired toolkit for the Unity cross-platform game engine that enables learners to create block-based programs within immersive game-based learning environments. Our experience using IntelliBlox suggests that it is an effective toolkit for integrating block-based programming challenges into game-based learning environments. 

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2. Toward a Block-Based Programming Approach to Interactive Storytelling for Upper Elementary Students

   https://doi.org/10.1007/978-3-030-62516-0_10  

   Smith, Andy ; Mott, Bradford ; Taylor, Sandra ; Hubbard-Cheuoua, Aleata ; Minogue, James ; Oliver, Kevin ; Ringstaff, Cathy ( October 2020 , International Conference on Interactive Digital Storytelling)

   null (Ed.)

   Developing narrative and computational thinking skills is crucial for K-12 student learning. A growing number of K-12 teachers are utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities for a variety of domains, including history and science. At the same time, there is increasing awareness of the need to engage K-12 students in computational thinking, including elementary school students. Given the challenges that the syntax of text-based programming languages poses for even novice university-level learners, block-based programming languages have emerged as an effective tool for introducing computational thinking to elementary-level students. Leveraging the unique affordances of narrative and computational thinking offers significant potential for student learning; however, integrating them presents significant challenges. In this paper, we describe initial work toward solving this problem by introducing an approach to block-based programming for interactive storytelling to engage upper elementary students (ages 9 to 11) in computational thinking and narrative skill development. Leveraging design principles and best practices from prior research on elementary-grade block-based programming and digital storytelling, we propose a set of custom blocks enabling learners to create interactive narratives. We describe both the process used to derive the custom blocks, including their alignment with elements of interactive narrative and with specific computational thinking curricular goals, as well as lessons learned from students interacting with a prototype learning environment utilizing the block-based programming approach. 

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3. Adaptive Immersive Learning Environments for Teaching Industrial Robotics

   https://doi.org/10.54941/ahfe1004411  

   Vassigh, Shahin ; Corrigan, Seth ; Bogosian, Biayna ; Peterson, Eric ( January 2023 , Emerging Technologies and Future of Work)

   Ahram, Tareq ; Karwowski, Waldemar (Ed.)

   AI, robotics, and automation are reshaping many industries, including the Architecture, Engineering, and Construction (AEC) industries. For students aiming to enter these evolving fields, comprehensive and accessible training in high-tech roles is becoming increasingly important. Traditional robotics education, while often effective, usually necessitates small class sizes and specialized equipment. On-the-job training introduces safety risks, particularly for inexperienced individuals. The integration of advanced technologies for training presents an alternative that reduces the need for extensive physical resources and minimizes safety concerns. This paper introduces the Intelligent Learning Platform for Robotics Operations (IL-PRO), an innovative project that integrates the use of Artificial Intelligence (AI), Virtual Reality (VR), and game-assisted learning for teaching robotic arms operations. The goal of this project is to address the limitations of traditional training through the implementation of personalized learning strategies supported by Adaptive Learning Systems (ALS). These systems hold the potential to transform education by customizing content to cater to various levels of understanding, preferred learning styles, past experiences, and diverse linguistic and socio-cultural backgrounds.Central to IL-PRO is the development of its ALS, which uses student progress variables and multimodal machine learning to infer students’ level of understanding and automate task and feedback delivery. The curriculum is organized into modules, starting with fundamental robotic concepts, and advancing to complex motion planning and programming. The curriculum is guided by a learner model that is continuously refined through data collection. Furthermore, the project incorporates gaming elements into its VR learning approach to create an engaging educational environment. Thus, the learning content is designed to engage students with simulated robots and input devices to solve sequences of game-based challenges. The challenge sequences are designed similarly to levels in a game, each with increasing complexity, in order to systematically incrementally build students' knowledge, skills, and confidence in robotic operations. The project is conducted by a team of interdisciplinary faculty from Florida International University (FIU), the University of California Irvine (UCI), the University of Hawaii (UH) and the University of Kansas-Missouri (UKM). The collaboration between these institutions enables the sharing of resources and expertise that are essential for the development of this comprehensive learning platform.

    

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4. Students’ Computational Thinking in Two Mathematics Block-based Programming Environments: Research During Covid-19

   Hernández-Zavaleta, J. E. ; Becker, S. ; Clark, D. ; Brady, C. ; Major, N. ( July 2021 , International STEM in Education Conference (STEM 2021))

   null ; null ; null ; null (Ed.)

   This paper analyzes the computational practices that four 7th and 8th grade students engaged in when learning geometric transformations in two different online block-based programming environments. The data sources include video footage of students’ interviews in Zoom where they shared their screens and cameras. The findings determined that students utilized in particular, decomposition and pattern recognition as important computational thinking practices required for learning in STEM disciplines. The paper also describes the changes made in how research method, data collection, and analysis configured opportunities to study computational thinking in remote locations due to the restrictions brought on by COVID-19. We identified three main challenges in the transition to online research: (a) recruiting research participants which included instituting necessary revisions to ethics protocols; (b) rethinking data gathering and analysis techniques along with interactions with participants in virtual settings; (c) dealing with glitches associated with technologies and virtual communication media in just-in-time ways. We conclude that even given the challenges with researching during COVID-19, there are still opportunities for rich, robust research in online settings. 

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5. Revitalizing Students Perception and Knowledge of Construction Safety: Leveraging Virtual Reality as an Experiential Learning Tool for Construction Robotic Safety Education

   https://doi.org/10.1061/9780784485293.014  

   Ojha, Amit ; Shayesteh, Shayan ; Jebelli, Houtan ; Akanmu, Abiola ; Miller, Scarlett ; Sharma, Priya ( March 2024 , Construction Research Congress 2024)

   Traditional lectures have difficulties instilling pragmatic skills in construction engineering students due to the inability to illuminate the complexities within the human-robot collaborative construction environment. While on-site can acclimatize construction students to reality and construct knowledge that can solve safety challenges, it is challenging to organize on-site training trips owing to the dangerous nature of construction workplaces. This research aimed to explore virtual reality (VR) as a tool to enhance students’ perception and knowledge of construction robotic safety. For this purpose, the study developed a virtual training platform for providing construction engineering students with safety knowledge on interacting with simulated robots within the virtual environment of construction sites. A self-assessment approach was leveraged among 20 recruited students to demonstrate the efficacy of students’ engagement and learning outcomes from the proposed learning approach over the traditional learning approach. Results indicated a statistical difference in students’ learning outcomes and engagement levels between the developed approach and the traditional approach. Findings demonstrated the implications of VR as an experiential tool to enhance the students’ learning of robotic safety in construction. 

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