Teaching Algorithmic Thinking Using Haptic Models for Visually Impaired Students

Capovilla, Dino; Krugel, Johannes; Hubwieser, Peter

doi:10.1109/latice.2013.14

Cited by 16 publications

(9 citation statements)

References 11 publications

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“…Lego provides a quick and simple method of producing basic 3D models for use in the teaching of programming Capovilla et al (2013) discovered this when they employed Lego models in the teaching of sorting and searching algorithms to a small group of adult VI learners. Once the learners had familiarized themselves with the algorithms using the Lego models, they were then asked to solve sorting and searching tasks in a spreadsheet.…”

Section: D Modelsmentioning

confidence: 99%

“…However, it is important to provide positional information for the robot in non-visual forms, this can include the use of auditory and haptic feedback. (Bigham et al, 2008) x (Kane & Bigham, 2014) x x (Cheong, 2010) x (Smith et al, 2000) x (Francioni & Smith, 2002) x (Ludi & Reichlmayr, 2011) x x (Dorsey et al, 2014) x x x (Ludi, 2013) x x (Ludi et al, 2014) x x (Sánchez & Aguayo, 2005) x (Sánchez & Aguayo, 2006) x Franqueiro, & Jain, 2005) x (Franqueiro & Siegfried, 2006) x (Siegfried, 2006) x (A. Stefik et al, 2007) x (Lewis, 2014) x (Ludi, 2015) x (Koushik & Lewis, 2016) x (Thieme et al, 2017) x (Papazafiropulos et al, 2016) x (Capovilla et al, 2013) x (Calder et al, 2007) x (Calder et al, 2006) x (Howard, Chung Hyuk Park, & Remy, 2012) x…”

Section: Guidelinesmentioning

confidence: 99%

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Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Hadwen-Bennett

Sentance

Morrison

2018

IJCSES

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Programming can be challenging to learn and for visually impaired (VI) learners there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based langauges (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts.A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with (TBLs), this is despite the fact that most introductory programming courses for primary learners use (BBLs). Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved.

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Section: D Modelsmentioning

confidence: 99%

Section: Guidelinesmentioning

confidence: 99%

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Hadwen-Bennett

Sentance

Morrison

2018

IJCSES

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“…Much of this involves the creation of tactile graphics which can be useful for students with a range of visual abilities [11]. Recent work in this space has explored using Lego bricks [4], 3D printed images [2,18,25] and toy robots [9] to represent course materials. This work focusses on auxiliary content, which must be accompanied by an in-person or recorded lecture, rather than creating accessible versions of original lectures, as we do here.…”

Section: Access To Lecture Contentmentioning

confidence: 99%

Exploring the Design of Audio-Kinetic Graphics for Education

Muehlbradt

Atreya

Guinness

et al. 2018

Proceedings of the 20th ACM International Conference on Multimodal Interaction

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Creating tactile representations of visual information, especially moving images, is difficult due to a lack of available tactile computing technology and a lack of tools for authoring tactile information. To address these limitations, we developed a software framework that enables educators and other subject experts to create graphical representations that combine audio descriptions with kinetic motion. These audio-kinetic graphics can be played back using off-the-shelf computer hardware. We report on a study in which 10 educators developed content using our framework, and in which 18 people with vision impairments viewed these graphics on our output device. Our findings provide insights on how to translate knowledge of visual information to non-visual formats. CCS CONCEPTS • Human-centered computing → User studies; Audio-Kinetic Graphics;

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“…As noted in [2], diagrams are especially used in computer science teaching as a tool to foster understanding. Also, many problem descriptions are using visual media like sketches, illustrations or animations [3]. Clearly, a sole reliance on visualizations are posing a problem to visually impaired people, as significant information is transported by visual means only [18].…”

Section: B Prevalence Of Visual Information In Csedmentioning

confidence: 99%

How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students

Capovilla

Mühling

Hubwieser

2015

2015 International Conference on Learning and Teaching in Computing and Engineering

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We present the results of a study of learning types of CS students. In computer science education there seems to be a prevalence of visually oriented teaching methods. However, as the results of our investigation show, the learners may not actually benefit from this trend. This is valuable information in the context of including visually impaired learners in computer science classes -since these learners suffers the greatest disadvantages from visually oriented teaching and learning aids. Our results indicate that a different approach to CSEd placing more emphasis on kinesthetic and textual material may be of advantage for all CS students alike and also foster the inclusion of visually impaired learners.

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Teaching Algorithmic Thinking Using Haptic Models for Visually Impaired Students

Cited by 16 publications

References 11 publications

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Exploring the Design of Audio-Kinetic Graphics for Education

How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students

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