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Physical Programming for Blind and Low Vision Children at Scale.

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Title: Physical Programming for Blind and Low Vision Children at Scale.
Authors: Morrison, Cecily (AUTHOR), Villar, Nicolas (AUTHOR), Hadwen-Bennett, Alex (AUTHOR), Regan, Tim (AUTHOR), Cletheroe, Daniel (AUTHOR), Thieme, Anja (AUTHOR), Sentance, Sue (AUTHOR)
Source: Human-Computer Interaction. 2021, Vol. 36 Issue 5/6, p535-569. 35p.
Subjects: Educational technology, Education of children with disabilities, Inclusive education, Educational support, Low vision, Programming languages, Concept learning, Children with disabilities
Geographic Terms: Turin (Italy)
Abstract: There is a dearth of appropriate tools for young learners with mixed visual abilities to engage with computational learning. Addressing this gap, Torino is a physical programming language for teaching computational learning to children ages 7–11 regardless of level of vision. To create code, children connect physical instruction pods and tune their parameter dials to create music, audio stories, or poetry. Currently, the uptake of novel educational technologies to support inclusive education of children with disabilities continues to be limited at scale. We consider how the Torino Learning Environment supports non-specialist teachers to teach computational learning to children with mixed visual abilities in a UK-wide evaluation with 75 children and 30 teachers over a period of three months. We demonstrate how children can successfully learn with a novel physical programming language. We articulate how key design constructs such as persistent program overview and liveness supported non-specialist teachers to co-produce learning for children of different ages, visual and cognitive abilities. We conclude with reflective guidance on evaluating inclusive educational technologies at scale. CCS CONCEPTS Human-centered computing → Accessibility → Empirical studies in accessibility [ABSTRACT FROM AUTHOR]
Copyright of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: There is a dearth of appropriate tools for young learners with mixed visual abilities to engage with computational learning. Addressing this gap, Torino is a physical programming language for teaching computational learning to children ages 7–11 regardless of level of vision. To create code, children connect physical instruction pods and tune their parameter dials to create music, audio stories, or poetry. Currently, the uptake of novel educational technologies to support inclusive education of children with disabilities continues to be limited at scale. We consider how the Torino Learning Environment supports non-specialist teachers to teach computational learning to children with mixed visual abilities in a UK-wide evaluation with 75 children and 30 teachers over a period of three months. We demonstrate how children can successfully learn with a novel physical programming language. We articulate how key design constructs such as persistent program overview and liveness supported non-specialist teachers to co-produce learning for children of different ages, visual and cognitive abilities. We conclude with reflective guidance on evaluating inclusive educational technologies at scale. CCS CONCEPTS Human-centered computing → Accessibility → Empirical studies in accessibility [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/07370024.2019.1621175
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        Text: English
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        PageCount: 35
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        Type: general
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      – SubjectFull: Inclusive education
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      – SubjectFull: Educational support
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      – SubjectFull: Low vision
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      – SubjectFull: Programming languages
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      – SubjectFull: Concept learning
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      – SubjectFull: Children with disabilities
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      – SubjectFull: Turin (Italy)
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      – TitleFull: Physical Programming for Blind and Low Vision Children at Scale.
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            NameFull: Morrison, Cecily
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              M: 09
              Text: 2021
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