The LilyPad Arduino: using computational textiles to investigate engagement, aesthetics, and diversity in computer science education

By L. Buechley, M. Eisenberg, Jaime Catchen, A. Crockett. International Conference on Human Factors in Computing Systems, 2008

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Defining Computational Thinking for Mathematics and Science Classrooms (2016, methodology): “…environments like STELLA (Richmond et al. 1987) and NetLogo (Wilensky 1999b); electronic prototyping kits such as Arduino and digital textiles (Buechley et al. 2008); video games including Quest Atlantis (Barab et al. 2005) and Robo- Builder (Weintrop and Wilensky 2013); and scaffolded…”
Wearable Environmental Sensors and Infrastructure for Mobile Large-Scale Urban Deployment (2016, background): “Classroom applications for engaging and inspiring students have emerged through integrating the Arduino with wearables, demonstrating how useful the synthesis of personal data and open spaces for creativity are in teaching fundamental sensing and actuation concepts [28].”
Project Jacquard: Interactive Digital Textiles at Scale (2016, background): “[1, 22] de scribe soft circuitry as a new language for electronics edu cation and the STEM program, where yarns and buttons re place traces and connectors.”
The promise and the promises of Making in science education (2017, background): “Studies involving e-textiles and girls, as described above, consistently show that girls become deeply engaged in science concepts when science is encountered in activities and contexts that are familiar or of interest (see Buechley et al., 2008; Kafai & Peppler, 2010; Peppler, 2013).”