TATI is an interface for Second Life that allows for the easy creation of physical microworlds and simulations for physics teaching, as proposed by Papert. It implements different object types that realize Papert's proposed Piagetian learning sequence to move from geometric objects to Newtonian objects. TATI and the TATILogo language aim to provide an exploratory, hands-on way for learners to construct physics concepts like position, velocity, and force, while reducing Second Life's typical steep learning curve. Future work includes implementing remaining TATILogo commands and testing TATI with teachers and students.

1. TATI - A Logo-like
interface forinterface for
microworlds and
simulations for Physics
teaching in Second Life

2. Objective
To present TATI – The Amiable
Textual Interface for Second Life
TATI which allows easy creation ofTATI which allows easy creation of
physical microworlds as proposed
by Papert (1980).

3. Physics learning
Student difficulties in learning
Physics are well known.
In ‘real life’, if you stop pushing it,
Papert (1980): instead of
teaching Physics by manipulating
actual Newtonian objects schools
do it by manipulating equations.
In ‘real life’, if you stop pushing it,
it will stop moving!

4. Piagetian learning sequence
Papert (1980): microworlds where
learners could progress from Aristotle’s
ideas to Newton’s Laws through as
many intermediary [micro]worlds asmany intermediary [micro]worlds as
needed.
Piaget & Garcia (1989): The genesis of
knowledge in the subject is isomorphic
to the evolution of Science!

5. Virtual worlds
WALK
FLY
PLAY
TALK
SIMULATOR
FLY
DRIVE
TALK
BUILD
HAVE
FUN

6. Simulations in SL
‘me’
Brownian
motion
Simulator
Immersion: “students
can be part of the
system that is being ‘me’
First-person learning
(Bricken, 1992):
•Experiential,
•Interactive,
•Multisensory
•[Kinesthetic]
system that is being
studied” (dos Santos,
2009)

7. LSL (Linden Scripting Language)
default {
state_entry() {
llSay(0, "Ready!");
}
touch_start(integer total_number) {
integer touched_button =
llDetectedLinkNumber(0);llDetectedLinkNumber(0);
if(touched_button ==
GetPrimLinkNumber("Buridanian_button"))
llSay(-142679, "Aristotelian
Cannonball");
else if(touched_button ==
GetPrimLinkNumber("Newtonian_button"))
llSay(-142679, "Cannonball");
}
}

8. Obstacles
It takes a long time to learn to
move the avatar, go through
doors, manipulate objects,
etc..
Huge learning curve that
discourages teachers to invest
in SL (Sanchez, 2009).
etc..

9. Development
1. Objects definition:
a. 4 ‘turtles’ (PAPERT, 1980, pp. 127) +
b. 2 ‘standard’ SL objects: physical & non-
physicalphysical
2. TATILogo language:
a. EBNF
b. Validation w/ RPA Toolkit
3. Parser (in LSL)
a. Predictive (top-down) (Aho et al., 1986
“Red Dragon Book”)
4. TATILogo to LSL translator (in LSL)

10. Object types
NOROBJECT non-physical
SL object
immune to gravity; kinematic
function (llSetPos, llSetRot,
etc.)
GEOOBJECT geometric
turtle
geometrical components :
position & orientation
VELOBJECT velocity turtle commands to define velocity;VELOBJECT velocity turtle commands to define velocity;
position changes as a
consequence
ACCOBJECT acceleration
turtle
commands to change velocity
NEWOBJECT Newtonian
turtle
commands that apply forces
& torques
PHYOBJECT physical SL
object
subject to gravity; dynamical
function (llSetForce, etc.)

11. Object compatibility
NOROBJECT
GEOOBJEC
T
VELOBJECT ACCOBJECT NEWOBJECT
PHYOBJEC
T
GETPOS,
GETROT
FORWARD,
BACKWARD,
RIGHT, LEFT, UP,
DOWN, CLOCK,
ACLOCK,
SPEEDUP,
SPEEDDOWNSPEEDDOWN
SPINUP,
SPINDOWN
GETVEL,
GETANGVEL
GETACCEL
GETFORCE,
GETTORQUE,
APPFORCE,
APPIMPULSE,
APPTORQUE,
APPROTIMPULSE

12. TATILogo
CREATE object_id object_type?
object_shape? colour?
DELETE object_id
SETCOL object_id colour
SETPOS object_id position
FORWARD object_id distance
ONGO?
RIGHT object_id angle ONGO?
APPFORCE object_id force
ONGO?
APPTORQUE object_id torque
ONGO?
APPROTIMPULSE object_id
rotational_impulse ONGO?
GETCOL object_id
GETTYPE object_idRIGHT object_id angle ONGO?
UP object_id angle ONGO?
CLOCK object_id angle ONGO?
SETVEL object_id velocity
ONGO?
SPEEDUP object_id speed
ONGO?
SPINUP object_id
angular_velocity ONGO?
SETANGACCEL object_id
angular_aceleration ONGO?
GETTYPE object_id
GETPOS object_id
GETVEL object_id
GETANGVEL object_id
GETTORQUE object_id
GO
CONNECT object_id1 object_id2
REPEAT integer (
list_of_statements )
HELP

13. Example 1 - NOROBJECT
/33 create b1
/33 setcol b1 blue
/33 forward b1 3
/33 backward b1 6

14. Example 2 - VELOBJECT
/33 create b2 velobject
plane
/33 forward b2 3
/33 speedup b2 0.5
/33 speedup b2 -0.5/33 speedup b2 -0.5
/33 setvel b2 (-0.5 0
0)
/33 setvel b2 (0 0 0)
/33 setvel b2 (0 0
0.5)
/33 setvel b2 (0 0 0)

15. Exemple 3 - PHYOBJECT
/33 create b3 phyobject
cylinder
/33 setcol b3 red
/33 forward b3 3
/33 speedup b3 0.5/33 speedup b3 0.5
/33 approtimpulse b3 (0
0 -0.38)
/33 appforce b3 (0.5 0
0)
/33 appforce b3 (0 0
0)

16. Example 4 – 3D Rotations
/33 create b1 geoobject
plane orange
/33 forward b1 2
/33 right b1 90
/33 left b1 180
/33 right b1 90
/33 up b1 45/33 up b1 45
/33 down b1 90
/33 up b1 45
/33 clock b1 45
/33 aclock b1 90
/33 clock b1 45
/33 repeat 12 ( forward
b1 1 ; up b1 5 ;
forward b1 1 ; clock b1
5 ; right b1 5 ;
forward b1 2 )

17. Example 5 - Circumference
/33 create b4 geoobject
plane
/33 repeat 36 ( forward
b4 0.5 ; left b4 10 )

18. Example 6 - VELOBJECT
/33 create b5 velobject
plane green
/33 repeat 4 (speedup
b5 10 ; slowdown b5 10
; spinup b5 162 ;; spinup b5 162 ;
setangvel b5 (0 0 0) )

19. Example 7 - NEWOBJECT
/33 create b7 newobject
plane red
/33 repeat 4 (
appimpulse b7 ( 12.0 0
0) ; appimpulse b7 ( -0) ; appimpulse b7 ( -
12.0 0 0) ;
approtimpulse b7 ( 0 0
1.0) ; approtimpulse b7
( 0 0 -0.98) )

20. Example 8 - Collisions
/33 create c1 phyobject
sphere blue
/33 setpos c1 (214.7874
208.3379 38.48)
/33 create c2 phyobject
sphere red
/33 setpos c2 (207.5374/33 setpos c2 (207.5374
216.3379 38.48)
/33 appimpulse c1 (-4 0
0) ongo
/33 appimpulse c2 (0 -4
0) ongo
/33 go

21. Conclusion
We believe that the above sequence of
object types realizes Papert's proposed
Piagetian learning sequence to
Newtonian physics (1980) from theNewtonian physics (1980) from the
geometric object to the Newtonian one
providing the exploratory and syntonic
construction of position, velocity,
acceleration, force, etc. concepts

22. Conclusion
TATI allows you to “relate what is new
and to be learned to something you
already know […] make it your own:
Make something new with it, play with it,
build with it (Papert, 1980, p. 120).”
Hopefully TATI and TATILogo represent a
significant contribution to Physics learning
and reduce SL learning curve.
build with it (Papert, 1980, p. 120).”

23. Future
1. To implement the remaining
commands (CONNECT, etc.) despite
the 64kB limitation!
2. Revise all the implementation:2. Revise all the implementation:
design, usability, rigor, etc.
3. Alpha test w/ specialists
4. Beta test w/ voluntary users
5. Distribution
6. Registration as a Logo variant

24. Proof of concept?
Physics teachers willing to do an usability
test are most welcome.
Which means: HELP, PLEASE!

25. Links
@SLPhysicsLab
www.tatilogo.com
@SLPhysicsLab
http://www.secondlifephysics.com/
http://slurl.com/secondlife/Castelo/213/211/39/

26. References
• Aelson, H.; diSessa, A. A. (1981) Turtle
Geometry: Computations as a Medium for
Exploring Mathematics. Cambridge, MA: MIT
Press.
• Bricken, W. (1991). Extended abstract: A formal• Bricken, W. (1991). Extended abstract: A formal
foundation for cyberspace. In S.K. Helsel (Ed.),
Beyond the vision: The technology, research,
and business of virtual reality. Westport:
Meckler.
• dos Santos, R. P. (2009) Journal of Virtual
Worlds Research, 2(1).

27. References
• Harvey, B. (1993) Berkeley Logo User
Manual. Berkeley, CA: University of
California.
• Papert, S. A. (1980) Mindstorms -• Papert, S. A. (1980) Mindstorms -
Children, Computers and Powerful
Ideas. New York: Basic Books.
• Piaget, J. & Garcia, R. (1989)
Psychogenesis and the History of
Science. New York : CUP.

28. Σας ευχαριστούμε!