Enabling Collaboration in Learning Computer Programing Inclusive of Children with Vision Impairments

Thieme, Anja; Morrison, Cecily; Villar, Nicolas; Grayson, Martin; Lindley, Siân

doi:10.1145/3064663.3064689

Cited by 128 publications

(47 citation statements)

References 58 publications

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“…Our study mainly focused on information acquisition, whereas collaboration involves shared knowledge construction in an attempt to solve problems together (Harasim, ). Using sound augmented toys in triads of typically developing children certainly increases collaborative social play (Yuill et al, ) and recent work of Thieme, Morrison, Villar, Grayson, and Lindley () reveals how game‐based learning environments, in this case a programming game, could be designed to effectively facilitate collaboration between children with VIs. Future studies should investigate how sound‐augmented learning environments could be designed to encourage collaborative learning between children with VIs and (sighted) classmates, possibly using a framework such as that by Yuill and Rogers ().…”

Section: Discussionmentioning

confidence: 99%

Playful learning with sound‐augmented toys: comparing children with and without visual impairment

Verver

Vervloed

Yuill

et al. 2019

Computer Assisted Learning

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Sound‐augmented toys producing factual knowledge were thought to encourage incidental, playful learning in children with visual impairments (VIs). A group of 15 children with VIs and 22 sighted controls played with a sound‐augmented savannah landscape and listened to an informative story in a counterbalanced order. Children's knowledge about savannah animals was assessed at baseline and after each condition in order to quantitatively compare knowledge gains between conditions. Results indicated that children with VIs gained more knowledge than sighted controls from playing with the sound‐augmented toy. Furthermore, offering both the augmented toy and the informative story led to higher knowledge gains than a single medium, especially in children with VIs. Sound‐augmented toys could therefore be a useful addition to the current curriculum in special education for children with VIs.

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Section: Discussionmentioning

confidence: 99%

Playful learning with sound‐augmented toys: comparing children with and without visual impairment

Verver

Vervloed

Yuill

et al. 2019

Computer Assisted Learning

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“…While this differs depending on the visual abilities present in the pair, it was observed in all pairs. This is discussed in more detail in a different paper (Thieme et al, 2017).…”

Section: Reflections On Designmentioning

confidence: 96%

“…We use the discussion to reflect upon the design decisions made. Although we touch briefly on the role of collaboration in this process, a detailed analysis of how Torino supports collaboration can be found in (Thieme, Morrison, Villar, Grayson, & Lindley, 2017).…”

Section: Exploratory Design Evaluationmentioning

confidence: 99%

Torino: A Tangible Programming Language Inclusive of Children with Visual Disabilities

Morrison

Villar

Thieme

et al. 2018

Human–Computer Interaction

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Across the world, policy initiatives are being developed to engage children with computer programming and computational thinking. Diversity and inclusion has been a strong force in this agenda, but children with disabilities have largely been omitted from the conversation. Currently, there are no age appropriate tools for teaching programming concepts and computational thinking to primary school children with visual disabilities. We address this gap through presenting the design and implementation of Torino, a tangible programming language for teaching programming concepts to children age 7-11 regardless of level of vision. In this paper, we: 1) describe the design process done in conjunction with children with visual disabilities; 2) articulate the design decisions made; and 3) report insights generated from an evaluation with 10 children with mixed visual abilities that considers how children are able to trace (read) and create (write) programs with Torino. We discuss key design trade-offs: 1) readability versus extensibility; and 2) size versus liveness. We conclude by reflecting upon how an inclusive design approach shaped the final result.

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“…These tactics combine to push back against traditional educational settings for students with disabilities that isolate them. Instead, they intend to facilitate interdependencies among students by inviting connections and to maintain all participants as learners and contributors [3]. As such, they emphasize the participation of all students while attempting to uplift those with disabilities who have been traditionally marginalized [4].…”

Section: Promoting People With VI As Creative Agentsmentioning

confidence: 99%

“…During some activities, such as group assignments, it may not always be possible for teachers to actively promote all students' abilities. Other techniques could include turn taking, such that one student is reliant on their partner to complete a task before both can proceed, as can be found with recent inclusive learning tools such as Torino that deliberately foster collaboration [3].…”

Section: Inviting Connectionmentioning

confidence: 99%

Toward classroom experiences inclusive of students with disabilities

et al. 2018

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Enabling Collaboration in Learning Computer Programing Inclusive of Children with Vision Impairments

Cited by 128 publications

References 58 publications

Playful learning with sound‐augmented toys: comparing children with and without visual impairment

Playful learning with sound‐augmented toys: comparing children with and without visual impairment

Torino: A Tangible Programming Language Inclusive of Children with Visual Disabilities

Toward classroom experiences inclusive of students with disabilities

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