Paper Info
Title
Exploring accessible programming with educators and visually impaired children
Abstract
Previous attempts to make block-based programming accessible to visually impaired children have mostly focused on audio-based challenges, leaving aside spatial constructs, commonly used in learning settings. We sought to understand the qualities and flaws of current programming environments in terms of accessibility in educational settings. We report on a focus group with IT and special needs educators, where they discussed a variety of programming environments for children, identifying their merits, barriers and opportunities. We then conducted a workshop with 7 visually impaired children where they experimented with a bespoke tangible robot-programming environment. Video recordings of such activity were analyzed with educators to discuss children's experiences and emergent behaviours. We contribute with a set of qualities that programming environments should have to be inclusive to children with different visual abilities, insights for the design of situated classroom activities, and evidence that inclusive tangible robot-based programming is worth pursuing.
Year
DOI
Venue
2020
10.1145/3392063.3394437
IDC '20: Interaction Design and Children London United Kingdom June, 2020
Keywords
DocType
ISBN
Programming, Visual Impairments, Children, Educators, Accessible, Tangible, Robots
Conference
978-1-4503-7981-6
Citations 
PageRank 
References 
1
0.34
0
Authors
6
Name
Order
Citations
PageRank
Ana Cristina Pires133.07
Filipa Rocha221.36
Antonio José de Barros Neto310.34
Hugo Simão421.37
Hugo Nicolau538134.33
Tiago Guerreiro636645.90