Abstract
Programming teaching can improve children’s skills in logical-mathematical concepts. This learning process can benefit from the use of artifacts that value principles of Human-Computer Interaction and the area of early childhood education. From the Interaction Design, Visibility, Constraints, Consistency and Affordance principles were addressed together with the design principles adapted for children’s technology, such as Literacy, Feedback and Guidance, Mental Development, Imagination, Motor Skills, Tangibility, Motivation and Engagement, Social Interaction and Collaboration, to plan an artifact designed to assist the introduction to learning programming logic for children. The artifact is also based on concepts related to ludic activities and imagination in education. Given this context, this paper intends to present a ludic artifact, the Roboquedo, to support this teaching of programming aimed at children. The development stages of Roboquedo are presented, based on the Interaction Design process and the characteristics of the artifact, combined with the Interaction Design area, introductory teaching of programming and ludic education.
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Notes
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A PET group (Tutorial Education Program) is formed by university students under the tutelage of a member of the faculty, with the objective of providing actions for students to carry out activities that fall within the pillars of research, extension and teaching, aiming at a differentiated formation of its members.
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Acknowledgements
To Tutorial Education Program – Connections of Knowledge – Ministry of Education (MEC), Secretariat of Higher Education (SESu) and Secretariat of Continuing Education, Literacy and Diversity (SECAD).
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Barros, G. et al. (2021). Learning Interactions: Robotics Supporting the Classroom. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Posters. HCII 2021. Communications in Computer and Information Science, vol 1421. Springer, Cham. https://doi.org/10.1007/978-3-030-78645-8_1
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