Sprego virtual collaboration space

Csapó, Gábor

doi:10.1109/coginfocom.2017.8268230

Cited by 11 publications

(2 citation statements)

References 10 publications

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“…T. Budai et al [23] examine the possibilities of developing such laboratory systems and current solutions, focusing primarily on higher education, stating that with the help of CogInfoCom we can explore the important factors that can be used to increase the efficiency of such systems. G. Csapo [24] presents a 3D virtual environment implemented in MaxWhere, where students were provided with all the information and resources that could support the effective mastery of spreadsheet programming, computer problem solving, database management, and building algorithms. In an electrical engineering course, it is quite difficult for students to teach the structure and operation of various electrical machines and drives with 2D illustrations, while using 3D, animated content can make this process much more efficient.…”

Section: Virtual Reality (Vr)mentioning

confidence: 99%

A Review of Human–Computer Interaction and Virtual Reality Research Fields in Cognitive InfoCommunications

Katona

2021

Applied Sciences

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Cognitive infocommunications (CogInfoCom) is a young and evolving discipline that is at the crossroads of information and communication technology (ICT) and cognitive sciences with many promising results. The goal of the field is to provide insights into how human cognitive capabilities can be merged and extended with the cognitive capabilities of the digital devices surrounding us, with the goal of enabling more seamless interactions between humans and artificially cognitive agents. Results in the field have already led to the appearance of numerous CogInfoCom-based technological innovations. For example, the field has led to a better understanding of how humans can learn more effectively, and the development of new kinds of learning environment have followed accordingly. The goal of this paper is to summarize some of the most recent results in CogInfoCom and to introduce important research trends, developments and innovations that play a key role in understanding and supporting the merging of cognitive processes with ICT.

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Section: Virtual Reality (Vr)mentioning

confidence: 99%

A Review of Human–Computer Interaction and Virtual Reality Research Fields in Cognitive InfoCommunications

Katona

2021

Applied Sciences

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“…Construct with our concept-based methodology [4] offers the advantages of high mathability visual programming methods in addition with the possibility to extend the capabilities of the human brain through interactive 3D educational environments. Because Construct 3 is built solely on web technologies, similar educational spaces can be created such as the Sprego virtual collaboration space presented in our prior work [67] Consequently, developing spaces for teaching and learning with Construct 3 is a compelling future research project. We have to emphasize that our methodology focuses on the core of high mathability product-creation with the use of existing tools [3].…”

Section: Developing Projects In the Web Browsermentioning

confidence: 99%

Placing Event-Action-based Visual Programming in the Process of Computer Science Education

2019

APH

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Based on research results and experience, students who finish K-12 education lack the necessary computational thinking skills that they would need to continue their studies effectively in the field of computer sciences. Our goal was to examine the currently used methods and programming languages in K-12 education and to find and present an alternative approach. Using visual programming environments in education to develop students' computational thinking and algorithmic skills is a widespread practice in K-12 education. These environments mostly provide simplified versions of "real" programming languages. In this paper, we present event-action-based visual programming, as an alternative to today's most frequently used methods, which do not restrict the students' development ability to simplified and basic applications while retaining the advantages of visual languages. We organized four workshops in which we presented this programming approach to four distinct groups involved in education. The participants were guided to develop a multiplatform mobile application using Construct 2 event-action-based visual programming. At the end of the sessions we collected data in the form of group interviews and questionnaires on the possibilities of including event-action based visual programming in computer science education. Based on the results, the participants found the method suitable for beginner programmers to help them lay the foundations for more complex, textbased programming languages and to develop a positive attitude towards programming.

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Sprego: case study on the effectiveness of teaching spreadsheet management with schema construction

2019

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In the modern, information driven society managing and handling data is unavoidable. The most common form of data handling is to organize data into tables and complete operations on them in spreadsheets. Sprego (Spreadsheet Lego) is a programmingoriented methodology focusing on schemata construction and authentic problemsolving working with only a limited number of general-purpose functions. In our current study the goal is to present Sprego as an alternative method for spreadsheeting, and to measure its effectiveness in education compared to the traditional surface approach methods. We also aim to highlight the advantages of teaching datamanagement, spreadsheeting, and introduction to programming by applying an algorithmic and schemata centric method in a user-friendly interface. The teaching and testing were carried out in three classes of a local middle and high school with two experimental and one control groups. Based on our results, it is found that the Sprego methodology is significantly more effective than the traditional surface approach methods. Furthermore, it is also proved, in accordance with similar studies in sciences, that students, who had studied traditional spreadsheet management in advance to this experience, have difficulties switching to Sprego. Although these students alternate between the two approaches, our measurements clearly prove that the traditional approach is pushed into the background, as students prefer to solve problems using Sprego. Our findings also imply that traditional methods do not develop long-lasting knowledge which students could rely on, and have a negative effect on their development, while Sprego seems much more reliable.

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Sprego virtual collaboration space

Cited by 11 publications

References 10 publications

A Review of Human–Computer Interaction and Virtual Reality Research Fields in Cognitive InfoCommunications

A Review of Human–Computer Interaction and Virtual Reality Research Fields in Cognitive InfoCommunications

Placing Event-Action-based Visual Programming in the Process of Computer Science Education

Sprego: case study on the effectiveness of teaching spreadsheet management with schema construction

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