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Smart devices and Internet of Things (IoT) technologies are replacing or being incorporated into traditional devices at a growing pace. The use of digital interfaces to interact with these devices has become a common occurrence in homes, work spaces, and various industries around the world. The most common interfaces for these connected devices focus on mobile apps or voice control via intelligent virtual assistants. However, with augmented reality (AR) becoming more popular and accessible among consumers, there are new opportunities for spatial user interfaces to seamlessly bridge the gap between digital and physical affordances. In this paper, we present a human-subject study evaluating and comparing four user interfaces for smart connected environments: gaze input, hand gestures, voice input, and a mobile app. We assessed participants’ user experience, usability, task load, completion time, and preferences. Our results show multiple trade-offs between these interfaces across these measures. In particular, we found that gaze input shows great potential for future use cases, while both gaze input and hand gestures suffer from limited familiarity among users, compared to voice input and mobile apps. 

There is increasing interest in broadening participation in computational thinking (CT) by integrating CT into pre-college STEM curricula and instruction. Science, in particular, is emerging as an important discipline to support integrated learning. This highlights the need for carefully designed assessments targeting the integration of science and CT to help teachers and researchers gauge students’ proficiency with integrating the disciplines. We describe a principled design process to develop assessment tasks and rubrics that integrate concepts and practices across science, CT, and computational modeling. We conducted a pilot study with 10 high school students who responded to integrative assessment tasks as part of a physics-based computational modeling unit. Our findings indicate that the tasks and rubrics successfully elicit both Physics and CT constructs while distinguishing important aspects of proficiency related to the two disciplines. This work illustrates the promise of using such assessments formatively in integrated STEM and computing learning contexts.