Reaching to a target in the 3-D space

Reaching and grasping an object is an action that can be performed in light, under visual guidance, as well as in darkness, under proprioceptive control only. Area V6A is a visuomotor area involved in the control of reaching movements. V6A, besides neurons activated by the execution of reaching movements, shows passive somatosensory and visual responses. This suggests fro V6A a multimodal capability of integrating sensory and motor-related information, We wanted to know whether this integration occurrs in reaching movements and in the present study we tested whether the visual feedback influenced the reaching activity of V6A neurons. In order to better address this question, we wanted to interpret the neural data in the light of the kinematic of reaching performance. We used an experimental paradigm that could examine V6A responses in two different visual backgrounds, light and dark. In these conditions, the monkey performed an istructed-delay reaching task moving the hand towards different target positions located in the peripersonal space. During the execution of reaching task, the visual feedback is processed in a variety of patterns of modulation, sometimes not expected. In fact, having already demonstrated in V6A reach-related discharges in absence of visual feedback, we expected two types of neural modulation: 1) the addition of light in the environment enhanced reach-related discharges recorded in the dark; 2) the light left the neural response unmodified. Unexpectedly, the results show a complex pattern of modulation that argues against a simple additive interaction between visual and motor-related signals.

Teaching informatics to novices: big ideas and the necessity of optimal guidance

This thesis reports on the two main areas of our research: introductory programming as the traditional way of accessing informatics and cultural teaching informatics through unconventional pathways. The research on introductory programming aims to overcome challenges in traditional programming education, thus increasing participation in informatics. Improving access to informatics enables individuals to pursue more and better professional opportunities and contribute to informatics advancements. We aimed to balance active, student-centered activities and provide optimal support to novices at their level. Inspired by Productive Failure and exploring the concept of notional machine, our work focused on developing Necessity Learning Design, a design to help novices tackle new programming concepts. Using this design, we implemented a learning sequence to introduce arrays and evaluated it in a real high-school context. The subsequent chapters discuss our experiences teaching CS1 in a remote-only scenario during the COVID-19 pandemic and our collaborative effort with primary school teachers to develop a learning module for teaching iteration using a visual programming environment. The research on teaching informatics principles through unconventional pathways, such as cryptography, aims to introduce informatics to a broader audience, particularly younger individuals that are less technical and professional-oriented. It emphasizes the importance of understanding informatics's cultural and scientific aspects to focus on the informatics societal value and its principles for active citizenship. After reflecting on computational thinking and inspired by the big ideas of science and informatics, we describe our hands-on approach to teaching cryptography in high school, which leverages its key scientific elements to emphasize its social aspects. Additionally, we present an activity for teaching public-key cryptography using graphs to explore fundamental concepts and methods in informatics and mathematics and their interdisciplinarity. In broadening the understanding of informatics, these research initiatives also aim to foster motivation and prime for more professional learning of informatics.