Dmitry is a PhD student at the Empathic Computing Lab with a diverse educational and professional background. He holds a Master of Design in Digital Media at the University of Adelaide studying 3D visualisation of infographics and narrative-based media, as well as Bachelor of Visual Communicaton at the University of South Australia with an Associate in Languages and Culture Studies, and has technical education experience in web-based and digital media technologies.
In addition to his research work at the ECL, he has wide-reaching experience in UX/UI and web design for the University of South Australia as well as in managing his own studio with a focus on UX design and brand marketing. He has a direct interest in both the technical and humanitarian aspects of Human Computer Interaction and how AR and VR technology affects specific target groups. His current research focuses on identifying the ways that AR -supported tangible user interfaces may be harnessed to support programming education for secondary and tertiary students through concretisation of abstract concepts and deepened learner engagement.
This project explores how tangible Augmented Reality (AR) can be used to teach computer programming. We have developed TARPLE, A Tangible Augmented Reality Programming Learning Environment, and are studying its efficacy for teaching text-based programming languages to novice learners. TARPLE uses physical blocks to represent programming functions and overlays virtual imagery on the blocks to show the programming code. Use can arrange the blocks by moving them with their hands, and see the AR content either through the Microsoft Hololens2 AR display, or a handheld tablet. This research project expands upon the broader question of educational AR as well as on the questions of tangible programming languages and tangible learning mediums. When supported by the embodied learning and natural interaction affordances of AR, physical objects may hold the key to developing fundamental knowledge of abstract, complex subjects for younger learners in particular. It may also serve as a powerful future tool in advancing early computational thinking skills in novices. Evaluation of such learning environments addresses the hypothesis that hybrid tangible AR mediums are able to support an extended learning taxonomy both within the classroom and without.
Ibili, E., Resnyansky, D., & Billinghurst, M. (2019). Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system. Education and Information Technologies, 1-23.
İbili, E., Çat, M., Resnyansky, D., Şahin, S., & Billinghurst, M. (2019). An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills. International Journal of Mathematical Education in Science and Technology, 1-23.
Resnyansky, D., İbili, E., & Billinghurst, M. (2018, December). The Potential of Augmented Reality for Computer Science Education. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 350-356). IEEE.
İbili, Emin, et al. "An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills." International Journal of Mathematical Education in Science and Technology 51.2 (2020): 224-246.
Resnyansky, D. (2020, December). Augmented reality-supported tangible gamification for debugging learning. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 377-383). IEEE.
Resnyansky, D., Billinghurst, M., & Dey, A. (2019, December). An AR/TUI-supported debugging teaching environment. In Proceedings of the 31st Australian Conference on Human-Computer-Interaction (pp. 590-594).
Resnyansky, D., Ibili, E., & Billinghurst, M. (2018, December). The potential of augmented reality for computer science education. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 350-356). IEEE.