Evaluating a Tactile Approach to Programming Scratch

Wang, Zirui; Wagner, Amber

doi:10.1145/3299815.3314464

Cited by 5 publications

(2 citation statements)

References 6 publications

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“…In previous work [18], we used GUI automation to enhance the safety features of robot HMIs and to facilitate interoperability with other systems, such as 3D cameras. In the educational domain, GUI automation was used to enable voice programming in Blockly [53]-an approach we also evaluated for the case of industrial robots [18].…”

Section: Gui Automationmentioning

confidence: 99%

Leveraging Graphical User Interface Automation for Generic Robot Programming

Ionescu

2020

Robotics

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A novel approach to generic (or generalized) robot programming and a novel simplified, block-based programming environment, called “Assembly”, are introduced. The approach leverages the newest graphical user interface automation tools and techniques to generate programs in various proprietary robot programming environments by emulating user interactions in those environments. The “Assembly” tool is used to generate robot-independent intermediary program models, which are translated into robot-specific programs using a graphical user interface automation toolchain. The generalizability of the approach to list, tree, and block-based programming is assessed using three different robot programming environments, two of which are proprietary. The results of this evaluation suggest that the proposed approach is feasible for an entire range of programming models and thus enables the generation of programs in various proprietary robot programming environments. In educational settings, the automated generation of programs fosters learning different robot programming models by example. For experts, the proposed approach provides a means for generating program (or task) templates, which can be adjusted to the needs of the application at hand on the shop floor.

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Section: Gui Automationmentioning

confidence: 99%

Leveraging Graphical User Interface Automation for Generic Robot Programming

Ionescu

2020

Robotics

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“…Teaching programming to students with VI has been the focus of many studies with various aims. Some of these studies looked at different programming environments such as text-based languages (TBL), Audio Programming Languages (APL), block-based languages (BBLs), and how to enhance the accessibility of these environments [29][30][31][32][33]. Several studies discussed the challenges VI programmers encounter and recommendations on how to overcome such challenges [34,35].…”

Section: Background and Related Workmentioning

confidence: 99%

Teaching Programming to Students with Vision Impairment: Impact of Tactile Teaching Strategies on Student’s Achievements and Perceptions

2020

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The United Nations (UN) 2030 agenda involved 17 Sustainable Development Goals (SDGs) to achieve a better and more sustainable world for all. The fourth Sustainable Development Goal called for “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”. Despite international efforts to achieve such a goal, many students with vision impairment (VI) who wish to pursue a degree in computer science face significant challenges and must overcome social and technical obstacles. One challenge is learning how to program as a key skill for pursuing a degree in the field of computer science. This paper explores practical issues in teaching students with VI the basics of programming and presents recommended practices based on a suggested workshop setup. The workshop ran for three weeks, for a total of 60 teaching hours, and involved designing and implementing complete curricula and multi-modal activities to simplify the acquisition of basic programming concepts. Workshop data was collected using several data collection methods—i.e., interviews, observation, questionnaires, performance records, and daily journals. The results indicated an improvement in participants’ programming skills, which was detected through their performance records and final project evaluations. The participants also showed a high interest in learning programming and positive attitudes towards the experience. However, the participants’ experience also involved some challenges such as understanding abstract concepts, code navigation, and some technical issues. The study is hoped to contribute to the literature on education inclusion and to bridge the digital divide in our society.

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