2020
Innocent, Troy; Leorke, Dale
(De)coding the City: Analyzing Urban Play through Wayfinder Live Journal Article
In: American Journal of Play, vol. 12, iss. 3, pp. 270-304, 2020, ISSN: 1938-0399.
Abstract | Links | Tags: Affect, Assemblage, Coding, Decoding, Encoding, Interface, Location-based game, Urban play, Wayfinder Live
@article{Innocent2020,
title = {(De)coding the City: Analyzing Urban Play through Wayfinder Live},
author = {Troy Innocent and Dale Leorke},
url = {https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/12-3-Article-2-Decoding-the-city.pdf},
issn = {1938-0399},
year = {2020},
date = {2020-03-22},
journal = {American Journal of Play},
volume = {12},
issue = {3},
pages = {270-304},
abstract = {The authors use the location-based, augmented-reality game Way finder Live, which one of them designed, as a case study to analyze urban play. Acknowledging the difficulty of defining urban play, they expand existing approaches to the topic by drawing on current theories about interfaces, assemblages, and coding in such fields as media and cultural studies, game and play studies, and urban studies. They consider Way finder Live as an interface--a site of both connection and translation--for urban play, one that encourages its players to test a given city's physical and social boundaries. They argue that the game offers a fruitful, if always contingent and contextual, framework for analyzing digitally mediated urban play. Key words: affect; assemblage; coding; decoding; encoding; interface; location-based gaming; urban play; Way finder Live.},
keywords = {Affect, Assemblage, Coding, Decoding, Encoding, Interface, Location-based game, Urban play, Wayfinder Live},
pubstate = {published},
tppubtype = {article}
}
The authors use the location-based, augmented-reality game Way finder Live, which one of them designed, as a case study to analyze urban play. Acknowledging the difficulty of defining urban play, they expand existing approaches to the topic by drawing on current theories about interfaces, assemblages, and coding in such fields as media and cultural studies, game and play studies, and urban studies. They consider Way finder Live as an interface--a site of both connection and translation--for urban play, one that encourages its players to test a given city's physical and social boundaries. They argue that the game offers a fruitful, if always contingent and contextual, framework for analyzing digitally mediated urban play. Key words: affect; assemblage; coding; decoding; encoding; interface; location-based gaming; urban play; Way finder Live.
2019
Heljakka, Katriina; Ihamäki, Pirita; Tuomi, Pauliina; Saarikoski, Petri
Gamified Coding: Toy Robots and Playful Learning in Early Education Proceedings Article
In: 2019 International Conference on Computational Science and Computational Intelligence (CSCI), pp. 800-805, IEEE, 2019, ISBN: 978-1-7281-5584-5.
Abstract | Links | Tags: Coding, Computer programming, Gamification, Physical play, Toy robots
@inproceedings{Heljakka2019b,
title = {Gamified Coding: Toy Robots and Playful Learning in Early Education},
author = {Katriina Heljakka and Pirita Ihamäki and Pauliina Tuomi and Petri Saarikoski},
doi = {10.1109/CSCI49370.2019.00152},
isbn = {978-1-7281-5584-5},
year = {2019},
date = {2019-12-05},
booktitle = {2019 International Conference on Computational Science and Computational Intelligence (CSCI)},
pages = {800-805},
publisher = {IEEE},
abstract = {This paper explores the activity of coding with smart toy robots Dash and Botley as a part of playful learning in the Finnish early education context. The findings of our study demonstrate how coding with the two toy robots was approached, conducted and played by Finnish preschoolers aged 5-6 years. The main conclusion of the study is that preschoolers used the toy robots with affordances related to coding mainly in developing gamified play around them by designing tracks for the toys, programming the toys to solve obstacle paths, and competing in player-generated contests of dexterity, speed and physically mobile play.},
keywords = {Coding, Computer programming, Gamification, Physical play, Toy robots},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper explores the activity of coding with smart toy robots Dash and Botley as a part of playful learning in the Finnish early education context. The findings of our study demonstrate how coding with the two toy robots was approached, conducted and played by Finnish preschoolers aged 5-6 years. The main conclusion of the study is that preschoolers used the toy robots with affordances related to coding mainly in developing gamified play around them by designing tracks for the toys, programming the toys to solve obstacle paths, and competing in player-generated contests of dexterity, speed and physically mobile play.
2018
Tuomi, Pauliina; Multisilta, Jari; Saarikoski, Petri; Suominen, Jaakko
Coding Skills as a Success Factor for a Society Journal Article
In: Education and Information Technologies, vol. 23, no. 1, pp. 419–434, 2018, ISSN: 15737608.
Abstract | Links | Tags: Coding, Computational thinking, Computer programming, Education, Maker culture
@article{Tuomi2018,
title = {Coding Skills as a Success Factor for a Society},
author = {Pauliina Tuomi and Jari Multisilta and Petri Saarikoski and Jaakko Suominen},
doi = {10.1007/s10639-017-9611-4},
issn = {15737608},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
journal = {Education and Information Technologies},
volume = {23},
number = {1},
pages = {419–434},
publisher = {Springer US},
address = {New York},
abstract = {Digitalization is one of the most promising ways to increase productivity in the public sector and is needed to reform the economy by creating new innovation related jobs. The implementation of digital services requires problem solving, design skills, logical thinking, an understanding of how computers and networks operate, and programming competence. These abilities can be considered as coding skills. The aim of the study is to find and classify the different approaches and methods of promoting and learning coding skills. In addition, coding initiatives in Finland are analyzed both from both an historical and a present-day point of view. As a result, we identified three different approaches to learning coding skills: 1) in formal settings (schools within the curriculum); 2) in non-formal settings (online, after school clubs); 3) in informal events (hackathons, jams etc.). In many cases, schools are utilizing coding events and materials created by non-profit organizations, governments, or companies. Coding is also learned in after school clubs on robotics or by creating devices using cheap computing hardware such as the Raspberry Pi.},
keywords = {Coding, Computational thinking, Computer programming, Education, Maker culture},
pubstate = {published},
tppubtype = {article}
}
Digitalization is one of the most promising ways to increase productivity in the public sector and is needed to reform the economy by creating new innovation related jobs. The implementation of digital services requires problem solving, design skills, logical thinking, an understanding of how computers and networks operate, and programming competence. These abilities can be considered as coding skills. The aim of the study is to find and classify the different approaches and methods of promoting and learning coding skills. In addition, coding initiatives in Finland are analyzed both from both an historical and a present-day point of view. As a result, we identified three different approaches to learning coding skills: 1) in formal settings (schools within the curriculum); 2) in non-formal settings (online, after school clubs); 3) in informal events (hackathons, jams etc.). In many cases, schools are utilizing coding events and materials created by non-profit organizations, governments, or companies. Coding is also learned in after school clubs on robotics or by creating devices using cheap computing hardware such as the Raspberry Pi.