Abstract
While computing skills grow in importance in today’s technology-centered society, the learning of these skills still isn’t accessible easily for young visually-impaired students: in French schools for example, online platforms (like Scratch) are more and more used by teachers, but unfortunately these platforms rely heavily on visual elements. As an inclusive approach would suggest, modifications and adaptations of such platforms would favour collaboration between sighted and visually-impaired users: tangible stimuli are then favoured to compensate for visual elements, while visually-impaired and sighted communities are prompted to use the same tools. Even if tangible solutions are suggested through scientific studies in the accessibility field, a young visually-impaired student still can’t use these solutions autonomously: many of these prototypes still require the intervention of a sighted third party. In this article, we describe our solution TaBGO (Tangible Blocks Go Online) which consists of enhanced tangible Scratch’s blocks and an associated optical recognition software. We then present a planned user study to establish if this solution is usable and easily handled by young visually impaired and sighted students, considering users’ feedback about usability, satisfaction and cognitive load.
CCS Concepts
• Human-centered computing • Accessibility • Accessibility systems and tools
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Notes
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“Bulletin Officiel spécial n°11 du 26 novembre 2015”, http://cache.media.education.gouv.fr/file/MEN_SPE_11/35/1/BO_SPE_11_26-11-2015_504351.pdf.
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As advertised on https://quorumlanguage.com/evidence.html.
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github.com/carlosperate/ardublockly.
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This work is supported by the French UNADEV association (Grant 2019.49).
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Andriamahery-Ranjalahy, K.H., Berquez, L., Jessel, N., Truillet, P. (2021). TabGO: Towards Accessible Computer Science in Secondary School. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. Access to Media, Learning and Assistive Environments. HCII 2021. Lecture Notes in Computer Science(), vol 12769. Springer, Cham. https://doi.org/10.1007/978-3-030-78095-1_2
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