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Human–Computer Interaction Volume 35, 2020 - Issue 3
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Articles

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

Cecily MorrisonHuman Experience and Design, Microsoft Research, Cambridge, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5013-3715View further author information
ORCID Icon,
Nicolas VillarHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Anja ThiemeHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Zahra AshktorabHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Eloise TaysomHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Oscar SalandinHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Daniel CletheroeHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Greg SaulHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Alan F BlackwellComputer Laboratory, University of Cambridge, Cambridge, UKView further author information
,
Darren EdgeHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
,
Martin GraysonHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
&
Haiyan ZhangHuman Experience and Design, Microsoft Research, Cambridge, UKView further author information
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Pages 191-239 | Published online: 25 Oct 2018

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Read on this site (3)

Hyun Woo Kim & Dianne TV Pawluk. (2023) The use of magnets for the nonvisual construction of syntax-based tangible object assemblies by individuals who are blind or visually impaired. Assistive Technology 0:0, pages 1-15.
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Sebastián Marichal, Andrea Rosales, Fernando González Perilli, Ana Cristina Pires & Josep Blat. (2023) Auditory and haptic feedback to train basic mathematical skills of children with visual impairments. Behaviour & Information Technology 42:8, pages 1081-1109.
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Vance Kite & Soonhye Park. (2023) What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration. Journal of Science Teacher Education 34:4, pages 391-414.
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Articles from other publishers (16)

Verónica Artola, Cecilia Sanz & Sandra Baldassarri. (2023) A Novel Tangible Interaction Authoring Tool for Creating Educational Activities: Analysis of Its Acceptance by Educators. IEEE Transactions on Learning Technologies 16:5, pages 633-647.
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Benedito Silva Neto, Carla Rodriguez & Vania Neris. (2023) Buttons, Devices, and Adults: How Preschool Children Designed an IoT Programming Tool. Interacting with Computers 35:2, pages 301-314.
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Anna van der Meulen, Mijke Hartendorp, Wendy Voorn & Felienne Hermans. (2022) The Perception of Teachers on Usability and Accessibility of Programming Materials for Children with Visual Impairments. ACM Transactions on Computing Education 23:1, pages 1-21.
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Tigmanshu Bhatnagar, Vikas Upadhyay, P. V. Madhusudhan Rao, Nicolai Marquardt, Mark Miodownik & Catherine Holloway. 2023. Human-Computer Interaction – INTERACT 2023. Human-Computer Interaction – INTERACT 2023 67 88 .
Néstor Ulises López Flores & Aída Lucina González Lara. 2023. 2nd EAI International Conference on Smart Technology. 2nd EAI International Conference on Smart Technology 163 169 .
Rui Costa, Alvaro Costa Neto, Cristiana Araujo & Pedro Rangel Henriques. (2022) A Framework to Assess Melodic Effectiveness in Training Computational Thinking to Visually Impaired People. A Framework to Assess Melodic Effectiveness in Training Computational Thinking to Visually Impaired People.
Ana Cristina Pires, Ewelina Bakala, Fernando González-Perilli, Gustavo Sansone, Bruno Fleischer, Sebastián Marichal & Tiago Guerreiro. (2022) Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators. International Journal of Child-Computer Interaction 32, pages 100382.
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Sean-Joo Kim & Seok-Ju Chun. (2022) Development of Tangible Programming Learning System for Visually Impaired People. The Journal of Korean Institute of Information Technology 20:3, pages 129-136.
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Rabia Jafri, Shatha Musaed M. Althbiti, Nora Abdualrazaq A. Alattas, Amal Abdullah A. Albraiki & Sarah Hassan A. Almuhawwis. (2022) Tac-Trace: A Tangible User Interface-Based Solution for Teaching Shape Concepts to Visually Impaired Children. IEEE Access 10, pages 131153-131165.
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Catherine Holloway & Giulia Barbareschi. (2021) Disability Interactions: Creating Inclusive Innovations. Synthesis Lectures on Human-Centered Informatics 14:6, pages i-198.
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Anna van der Meulen, Felienne Hermans, Efthimia Aivaloglou, Marlies Aldewereld, Bart Heemskerk, Marileen Smit, Alaaeddin Swidan, Charlotte Thepass & Shirley de Wit. (2021) Who participates in computer science education studies? A literature review on K-12 subjects. PeerJ Computer Science 7, pages e807.
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Geert Jacob Roumen & Ylva Fernaeus. (2021) Envisioning Arduino Action. International Journal of Child-Computer Interaction 29, pages 100277.
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Luis Roberto Ramos Aguiar & Francisco Javier Álvarez Rodríguez. (2021) Methodology for Designing Systems Based on Tangible User Interfaces and Gamification Techniques for Blind People. Applied Sciences 11:12, pages 5676.
Crossref
Ana Cristina Pires, Filipa Rocha, Antonio José de Barros Neto, Hugo Simão, Hugo Nicolau & Tiago Guerreiro. (2020) Exploring accessible programming with educators and visually impaired children. Exploring accessible programming with educators and visually impaired children.
Alpay Sabuncuoglu. (2020) Tangible Music Programming Blocks for Visually Impaired Children. Tangible Music Programming Blocks for Visually Impaired Children.
Zhiyi Rong, Ngo Fung Chan, Taizhou Chen & Kening Zhu. 2020. Human-Computer Interaction. Human Values and Quality of Life. Human-Computer Interaction. Human Values and Quality of Life 326 338 .

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