Connectors in Maker Kits

Chu, Sharon Lynn; Saenz, Michael; Quek, Francis

doi:10.1145/2930674.2930714

Cited by 9 publications

(5 citation statements)

References 36 publications

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“…The ThreadBoard's form has changed with each design iteration, but magnets have remained a constant feature. Magnets provide a connector that makers can immediately understand and enjoy using [2]. Other connectors are employed in e-textile kits: alligator clips and button snaps are two of the most popular [1,2,9,11,17].…”

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

“…Magnets provide a connector that makers can immediately understand and enjoy using [2]. Other connectors are employed in e-textile kits: alligator clips and button snaps are two of the most popular [1,2,9,11,17]. Alligator clips require more dexterity and physical effort to open and keep open [2].…”

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

“…Other connectors are employed in e-textile kits: alligator clips and button snaps are two of the most popular [1,2,9,11,17]. Alligator clips require more dexterity and physical effort to open and keep open [2]. Likewise, sewn button snaps have similar physical constraints [2] and must be individually fabricated for each connection.…”

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

“…Alligator clips require more dexterity and physical effort to open and keep open [2]. Likewise, sewn button snaps have similar physical constraints [2] and must be individually fabricated for each connection. We believe that magnets provide superior physical affordances for young makers.…”

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

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The ThreadBoard: Designing an E-Textile Rapid Prototyping Board

Hill

Schneider

Eisenberg

et al. 2021

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

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E-textiles, which embed circuitry into textile fabrics, blend art and creative expression with engineering, making it a popular choice for STEAM classrooms [6,12]. Currently, e-textile development relies on tools intended for traditional embedded systems, which utilize printed circuit boards and insulated wires. These tools do not translate well to e-textiles, which utilize fabric and uninsulated conductive thread. This mismatch of tools and materials can lead to an overly complicated development process for novices. In particular, rapid prototyping tools for traditional embedded systems are poorly matched for e-textile prototyping. This paper presents the ThreadBoard, a tool that supports rapid prototyping of e-textile circuits. With rapid prototyping, students can test circuit designs and identify circuitry errors prior to their sewn project. We present the design process used to iteratively create the ThreadBoard's layout, with the goal of improving its usability for e-textile creators.

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Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

Section: Features Of a Magnet-based Design 51 Embedded Magnetsmentioning

confidence: 99%

See 2 more Smart Citations

The ThreadBoard: Designing an E-Textile Rapid Prototyping Board

Hill

Schneider

Eisenberg

et al. 2021

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

View full text Add to dashboard Cite

show abstract

“…The types of connections can also affect students' interactions by determining how easily students can make connections to recombine elements. Chu et al found that complex connectors were often misinterpreted by children and their motor skills impacted their ability to physically operate the connectors [11]. Blikstein takes a slightly different approach analyzing the connections through the lens of embedded error correction classifying tools based on their ability to guide students into making connections correctly and thus avoiding errors.…”

Section: Electronic Connectorsmentioning

confidence: 99%

Where are the Glass-Boxes?

DesPortes

DiSalvo

2017

Proceedings of the 2017 Conference on Interaction Design and Children

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Teaching physical computing has become more prevalent in the past several decades as the maker movement has popularized microcontroller kits as a way to engage students in learning about and creating with technology. Depending on the design of the kit, students can be exposed to concepts in electronics, computer science and design of computational objects. We argue that the concepts students are exposed to depend on the modularity of the hardware and software tools. We define the level of modularity based on two interdependent characteristics: transparency and affordances for interaction. The transparency affects what is hidden or visible to the learner, while the affordances for interaction regulate how users manipulate and combine elements when constructing a computational artifact. Within this study, we examine the transparency and affordances for interaction of the physical computing hardware tools. Using our findings from this examination, we layout a framework that outlines spectrum of modularity that can be provided to facilitate learning with maker kits.

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A Literature Review of the Practice of Educating Children About Technology Making

Ventä-Olkkonen

Hartikainen

Norouzi

et al. 2019

Human-Computer Interaction – INTERACT 2019

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Inspired by the Maker Movement and attempts of integrating Making into formal education of children, we have examined how practice-oriented the research on Making and education is in Child-Computer Interaction field. Our results show that despite the growing interest practice-orientation is still weak. Making efforts rarely aim for longitudinal durable patterns and practices even though practice-driven research has started to gain prominence in the whole Human-Computer Interaction field. General ideas of what Making integrated with education can be and should be seem to be well shared among practitioners, however. We demonstrate what aspects should be considered when doing practiceoriented Making research and point out gaps in our current understanding of the practice. We also provide guidelines for how to study Making in order to develop sustainable practices.

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Connectors in Maker Kits

Cited by 9 publications

References 36 publications

The ThreadBoard: Designing an E-Textile Rapid Prototyping Board

The ThreadBoard: Designing an E-Textile Rapid Prototyping Board

Where are the Glass-Boxes?

A Literature Review of the Practice of Educating Children About Technology Making

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