The Experts below are selected from a list of 327 Experts worldwide ranked by ideXlab platform
Chandan Dasgupta - One of the best experts on this subject based on the ideXlab platform.
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tangible flowchart blocks for fostering Logical Thinking in visually impaired learners
International Conference on Advanced Learning Technologies, 2020Co-Authors: Priya Lotlikar, Deepak Pathak, P C Herold, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
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ICALT - Tangible Flowchart Blocks for Fostering Logical Thinking in Visually Impaired Learners
2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 2020Co-Authors: Priya Lotlikar, Deepak Pathak, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
Priya Lotlikar - One of the best experts on this subject based on the ideXlab platform.
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tangible flowchart blocks for fostering Logical Thinking in visually impaired learners
International Conference on Advanced Learning Technologies, 2020Co-Authors: Priya Lotlikar, Deepak Pathak, P C Herold, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
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ICALT - Tangible Flowchart Blocks for Fostering Logical Thinking in Visually Impaired Learners
2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 2020Co-Authors: Priya Lotlikar, Deepak Pathak, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
Deepak Pathak - One of the best experts on this subject based on the ideXlab platform.
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tangible flowchart blocks for fostering Logical Thinking in visually impaired learners
International Conference on Advanced Learning Technologies, 2020Co-Authors: Priya Lotlikar, Deepak Pathak, P C Herold, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
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ICALT - Tangible Flowchart Blocks for Fostering Logical Thinking in Visually Impaired Learners
2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 2020Co-Authors: Priya Lotlikar, Deepak Pathak, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
P C Herold - One of the best experts on this subject based on the ideXlab platform.
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tangible flowchart blocks for fostering Logical Thinking in visually impaired learners
International Conference on Advanced Learning Technologies, 2020Co-Authors: Priya Lotlikar, Deepak Pathak, P C Herold, Chandan DasguptaAbstract:Logical Thinking is an essential skill needed to gain expertise in programming. Typically Logical Thinking is learned using a flowchart, which is a step by step process to reach a particular solution. Because of the visual constraint, teaching Logical Thinking to visually impaired (VI) students becomes challenging. For VI students‘ concrete experience with real objects is necessary for creating memory. For VI students haptic learning can be facilitated by designing flowchart blocks with appropriate feedback. All the design considerations are made considering the interaction style or challenges for VI students. We focus on developing tangible flowchart blocks to foster Logical Thinking in VI students. Learning activities were designed using contextual problems where VI students interact with the blocks to form a step-by-step solution. In this paper, we present findings from a pilot study and interviews conducted with three participants for early validation and feedback for the scope of improvement of our product.
Ali Haider - One of the best experts on this subject based on the ideXlab platform.
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Students’ Performance in Chemistry in relation to their Logical Thinking Ability
International Journal of Research, 2016Co-Authors: Ali HaiderAbstract:Chemistry seems to be one of the difficult subject to study for many students. One of the probable reasons for their difficulties inherited in the nature of chemistry (Johnstone, 2000). Because some aspects of chemical phenomenon are observable while others are invisible to the learners. For example, a chemical reaction which takes place in a test-tube can be identified, by observing for evolution of gas, change in colour, change in energy etc., but description and prediction for such changes seemingly more difficult. This might be due to their inability for establishing relation between visible experiences and invisible changes that taking place at atomic or molecular level. Learning of abstract concepts requires abstract Thinking and high level reasoning ability, probably best suited for formal operational thinker. Logical Thinking of formal-operational child involves deductive and inductive reasoning which they operate on operations. Hence, the investigator was intended to explore Grade 11 students’ profile of Logical Thinking ability and to analyse a pattern of their performance in general chemistry, if any. The sample of the study comprised thirty students of science stream of Grade 11. Since, the sample is small it has little scope for generalisation. In spite of many limitations of the study, the findings have scope for further studies. Teachers, student-teachers and others in the field of education come under the ambit of this paper. Keywords: Chemistry; Logical Thinking ability; TOLT
