2026-09-19T08:05:59Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/1206902021-07-05T14:03:20Zcom_1721.1_7582com_1721.1_7581col_1721.1_131023
.Chris Schmandt
Fusté Lleixà, Anna
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
2019-03-01T19:58:35Z
2019-03-01T19:58:35Z
2018
2018
http://hdl.handle.net/1721.1/120690
1088562925
Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 116-120).
Computational thinking has been described as a basic skill that should be included in the educational curriculum. Several online screen-based platforms for learning computational thinking have been developed during the past decades. In this thesis we propose the concept of Embodied Spatial Programming as a new and potentially improved programming paradigm for learning computational thinking in space. We have developed HyperCubes, an example Augmented Reality authoring platform that makes use of this paradigm. With a set of qualitative user studies we have assessed the engagement levels and the potential learning outcomes of the application. Through space, the physical environment, creativity and play the user is able to tinker with basic programming concepts that can lead to a better adoption of computational thinking skills.
by Anna Fusté Lleixà.
S.M.
126 pages
eng
Massachusetts Institute of Technology
MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.
http://dspace.mit.edu/handle/1721.1/7582
Program in Media Arts and Sciences ()
Hypercubes : learning computational thinking through embodied spatial programming in augmented reality
Hyper cubes
Learning computational thinking through embodied spatial programming in augmented reality
Thesis
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<Abstract>Computational thinking has been described as a basic skill that should be included in the educational curriculum. Several online screen-based platforms for learning computational thinking have been developed during the past decades. In this thesis we propose the concept of Embodied Spatial Programming as a new and potentially improved programming paradigm for learning computational thinking in space. We have developed HyperCubes, an example Augmented Reality authoring platform that makes use of this paradigm. With a set of qualitative user studies we have assessed the engagement levels and the potential learning outcomes of the application. Through space, the physical environment, creativity and play the user is able to tinker with basic programming concepts that can lead to a better adoption of computational thinking skills.</Abstract>
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