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The purpose of this paper is to provide some references for teachers who use KidsProgram or other graphic programming tools platform for STEAM (science, technology, engineering, arts and mathematics) education at distance by game-based teaching. From the design of the STEAM class, teachers can know how to stimulate students’ interest in programming and cultivating their ability to innovate and solve practical problems more clearly with KidsProgram.

This paper will explain the teaching design from ten aspects and implement it in real class to see the result. The ten aspects are situations creation, knowledge popularization, raising problems, analyzing problems, concepts introduction, interface design, logic design, self-evaluation and mutual evaluation, teacher comments and extension and innovation. With the KidsProgram platform, this paper takes “The Missile Convey,” a sub-course of “Discovery Universe” as an example. Through the situation created by the teacher, students brainstorm the dangers that the earth may encounter in the universe and then learn relevant scientific knowledge. Next, students raise and analyze problems according to the situation under the guidance of the teacher. Through the interaction with teachers, students review the programming concepts and the usage of corresponding coding blocks needed for the project, like “random number.” They need to carry out interface design and logic design for the project, and complete the project. After that, the students use the self-evaluation form and the mutual evaluation form to modify and then show and share the projects to the in front of the class. After self-evaluation and peer evaluation, the teacher will make a final summary evaluation and make some suggestions for improvement. From the students’ programming productions and the interviews with them, the teaching result can be known.

With elaborate teaching design and appropriate teaching strategies, students can flexibly use multi-disciplinary knowledge of science, technology, engineering, art and mathematics to solve problems in the process of creation, which is conducive to the cultivation and improvement of students’ comprehensive quality on KidsProgram classroom, under the guidance of STEAM education. In other words, in this class, students need to use engineering thinking to plan the whole project based on the understanding of scientific principles, design interfaces with artistic ideas, use mathematical knowledge for logical operations, and gradually solve technical problems with the above knowledge or methods in a comprehensive way.

The KidsProgram is a leading graphical programming tool platform in China in recent years. It deeply reconstructs the concept of Scratch designed by MIT. Graphic programming, a method of programming by dragging and dropping blocks containing natural languages, is different from traditional code programming. In this paper, the visualized cases in the class will be demonstrated in the “interface design” and “logic design.” This paper designs a course in STEAM education at distance via KidsProgram, hoping to provide some reference for other research on teaching of graphical programming tools.

Planning robot cells, and proving and generating robot programs, can be swiftly and efficiently achieved with graphical simulation.

A tailored graphical user interface (GUI) for finite element analysis, fully integrated into Microsoft Windows 3.1, has been developed. The current application is the simulation of flat sheet extrusion of thermoplastics, but many of the features would be common to a wide range of finite element analyses. Microsoft’s C/C++ Professional Development System 7.0, including the Software Development Kit 3.1 (SDK), has been used as the programming tool for the GUI. The interface is based on the Common User Access Advanced Interface Design Guide, which is part of the IBM Systems Application Architecture Library, and The Windows Interface: An Application Design Guide, which is part of the SDK. A memory handling technique is proposed to break the imposed 64 KB data segmentation. Connected finite element calculation routines are written in Fortran and compiled by the Salford FTN77/x86 32‐bit compiler. The protected mode interface of the Fortran compiler allows direct access by the GUI, and allows the computation to run as a 32‐bit background application, without memory limitations, in the multitasking environment. Finite element routines are supported by pre‐ and post‐processors comprising mesh generation, post‐processing for derived results, and graphical displays. A convenient contouring algorithm is proposed to generate contoured plots of nodal quantities in the form of iso‐lines or iso‐fields.

The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking.

By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking.

This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels.

This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.

Motif User Interface Application (MUIApp) is an object‐oriented graphical user‐interface application framework. It simplifies the task of writing, modifying, and debugging window‐based applications by application of object‐oriented programming to the construction and manipulation of graphical user interface (GUI) components using a well‐established window system. The key means adopted in the design include: encapsulation of tedious X‐window programming details, construction of high‐level GUI components using Motif and Xt widgets as the primary building blocks, and definition of collaboration mechanisms between GUI components. Reports that the abstractions and mechanisms provided by MUIApp facilitate the development of graphical user interfaces for applications. Simplicity, extensibility and reusability are the key concerns in the design. MUIApp is written in C++ and runs mainly on top of Motif.

Expert systems are being effectively applied to a variety of engineering problems. A growing number of languages and development tools are available for their building. Expert systems building tools (shells) are not so flexible as the high‐level languages, but they are easier to use. The problem is that there are too many development tools on the market today, no standards for their evaluation are available, so it is quite difficult to choose the ‘best’ tool for the developer's/user's needs. This paper is an attempt to review the situation on the confused market. Eighty‐six development tools are described in a table form for easy comparisons. Tools implemented on the AI machines only are not included in this survey.

This study evaluated four different packages containing the hypertext facility for use in a browsing system at a museum. The browsing system envisaged would be on a medical or health topic and would be placed in the permanent exhibition area of the South African Medical Research Council at the South African Museum in Cape Town. The packages evaluated were Hyperties, Guide, KnowledgePro and CoNET. They all run on IBM‐compatible microcomputers. The Hyperties package was found to be the most suitable of the four for the application required. The comparative ease and speed with which a database can be created and the ease of use of a browsing system created with this package were the primary reasons for preferring this program. The experience gained in the study showed that the time which would be required to create the browsing system envisaged using Hyperties would not be excessive. Since the cost of the hardware required for the basic system is also not high, the proposed browsing system could be implemented cost effectively. The implementation of the browsing system did not form part of the study.

Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. This study aims to understand whether the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes.

In this study, the authors examine results from N = 206 middle-school students’ pre- and post-tests of CT, attitudinal surveys and surveys of their teacher’s instructional goals to determine if student attitudes and learning gains in CT are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum.

The findings provide evidence that despite using the same curriculum, students showed differential learning gains on the CT assessment when in classrooms with teachers who rated CT as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated CT more highly also showed greater maintenance of positive attitudes toward programming.

While there is a growing body of literature regarding curricular interventions that provide CT learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.

The purpose of this study, we present a robot used in education. Influenced by the epoch of revolutionary digital technology, the methodology of education has gone boundless. The robot programming sustainability and ability to solve problems is one an important skill that coding students require to learn programming. This educational have been integrated into curriculum instruction in clubs.

Robotics education has been regarded as a potential approach to enhance students' Science, technology, engineering, and mathematics learning competencies. The popular platform of robots diversifies educational practices by its advantages of reorganizational and logical forms. In this paper, we focus on the effects of applying blended instructional approaches to robot education on students' programming sustainability and ability.

The students of department of mechanical engineering at the University in Taipei city, who participate elective educational robot courses, prove through surveys that the problem-based leaning method with robot programming can effectively enhance students' interests and learning motivations in learning new knowledge and promote students' designing skills for a sustainable society.

In this paper, the authors focus on the effects of applying blended instructional approaches to robot education on students' programming sustainability and ability.

The purpose of this research work is to design and apply LabVIEW in the area of traffic maintenance and flow, by introducing improvements in the smart city. The objective is to introduce the automated human–machine interface (HMI) – a computer-based graphical user interface (GUI) – for measuring the traffic flow and detecting faults in poles.

This research paper is based on the use of LabVIEW for designing the HMI for a traffic system in a smart city. This includes considerable measures that are: smart flow of traffic, violation detection on the signal, fault measurement in the traffic pole, locking down of cars for emergency and measuring parameters inside the cars.

In this paper, the GUIs and the required circuitry for making improvements in the infrastructure of traffic systems have been designed and proposed, with their respective required hardware. Several measured conditions have been discussed in detail.

PJRC Teensy 3.1 has been used because it contains enough general-purpose input–output (GPIO) pins required for monitoring parameters that are used for maintaining the necessary flow of traffic and monitor the proposed study case. A combination of sensors such as infrared, accelerometer, magnetic compass, temperature sensor, current sensors, ultrasonic sensor, fingerprint readers, etc. are used to create a monitoring environment for the application. Using Teensy and LabVIEW, the system costs less and is effective in terms of performance.

The microprocessor board shields for placing actuators and sensors and for attaching the input/output (I/O) to the LED indicators and display have been designed. A circuitry for scaling voltage, i.e. making sensor readings to read limits, has been designed. A combination of certain sensors, at different signals, will lead to a secure and more durable control of traffic. The proposed applications with its hardware and software cost less, are effective and can be easily used for making the city’s traffic services smart. For alarm levels, the desired alarm level can be set from the front panel for certain conditions from the monitoring station. For this, virtual channels can be created for allowing the operator to set any random value for limits. If the sensor value crosses the alarm value, then the corresponding alarm displays an alert. The system works by using efficient decision-making techniques and stores the data along with the corresponding time of operation, for future decisions.

This study is an advanced research of its category because it combines the field of electrical engineering, computer science and traffic systems by using LabVIEW.