1,731
Views
19
CrossRef citations to date
0
Altmetric
Articles

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

ORCID Icon, , , , , , , , , , & show all

References

  • Baker, C. M., Milne, L. R., Drapeau, R., Scofield, J., Bennett, C. L., Ladner, R. E., … Richard, E. (2016). Tactile graphics with a voice ACM reference format. ACM Transactions on Accessible Computing (TACCESS), 8(1), 1–22. doi:10.1145/2854005
  • Baker, C. M., Milne, L. R., & Ladner, R. E. (2015). StructJumper. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems - CHI ’15 (pp. 3043–3052). New York, New York, USA: ACM Press.
  • Beckwith, L, Kissinger, C, Burnett, M, Wiedenbeck, S, Lawrance, J, Blackwell, A, & Cook, C. (2006). Tinkering and gender in end-user programmers’ debugging. tinkering and gender in end-user programmers' debugging (pp. 231–240). doi:10.1145/1124772
  • Bigham, J. P., Aller, M. B., Brudvik, J. T., Leung, J. O., Yazzolino, L. A., & Ladner, R. E. (2008). Inspiring blind high school students to pursue computer science with instant messaging chatbots. ACM SIGCSE Bulletin, 40(1), 449. doi:10.1145/1352322.1352287
  • Bornat, R., Dehnadi, S., & Barton, D. (2012). Observing mental models in novice programmers. In 24th Annual Workshop of the Psychology of Programming Interest Group.
  • Buechley, L., Eisenberg, M., Catchen, J., & Crockett, A. (2008). The LilyPad Arduino: Using computational textiles to investigate engagement, aesthetics, and diversity in computer science education. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 423–432). ACM.
  • Burg, B., Kuhn, A., & Parnin, C. (2013). 1st international workshop on live programming (LIVE 2013). In International Conference on Software Engineering (ICSE) (pp. 1529–1530).
  • Burgstahler, S. E., & Ladner, R. E. (2007). Increasing the participation of people with disabilities in computing fields. Computer, 40(5), 94–97. doi:10.1109/MC.2007.175
  • Burnard, P. A., Florack, F., Blackwell, A., Aaron, S., & Philbin, C. A. (2017). Learning from Live Coding. In The Routledge Companion to Music, Technology, and Education. Edited by Andrew King, Evangelos Himonides, S. Alex Ruthmann, Oxford (pp. 37–48)
  • Clarkson, P. J, Coleman, R, Keates, S, & Lebbon, C. (2013). Inclusive design: design for the whole population. London, UK: Springer-Verlag.
  • Cooper, S., Dann, W., & Pausch, R. (2000). Alice: A 3-D tool for introductory programming concepts. In Proceedings of the Fifth Annual CCSC Northeastern Conference on The Journal of Computing in Small Colleges (pp. 107–116). USA: Consortium for Computing Sciences in Colleges.
  • Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York, NY: Harper Collins.
  • Department for Education. (2013). Computing programmes of study : Key stages 1 and 2 National curriculum in England. Retrieved from http://www.computingatschool.org.uk/data/uploads/primary_national_curriculum_-_computing.pdf
  • Duncan, C., Bell, T., & Tanimoto, S. (2014). Should your 8-year-old learn coding? In Proceedings of the 9th Workshop in Primary and Secondary Computing Education.
  • Edge, D., & Blackwell, A. (2006). Correlates of the cognitive dimensions for tangible user interface. Journal of Visual Languages & Computing, 17(4), 366–394. doi:10.1016/j.jvlc.2006.04.005
  • Fincher, S., Cooper, S., Kölling, M., & Maloney, J. (2010). Comparing Alice, Greenfoot & Scratch. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education (pp. 192–193). New York, NY, USA: ACM. 10.1145/1734263.1734327
  • Horn, M. S., & Jacob, R. J. K. (2007). Designing tangible programming languages for classroom use. In Proceedings of the 1st International Conference on Tangible and Embedded Interaction (pp. 159–162). New York, NY, USA: ACM. 10.1145/1226969.1227003
  • Horn, M. S., Solovey, E. T., Crouser, R. J., & Jacob, R. J. K. (2009). Comparing the use of tangible and graphical programming languages for informal science education. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems., 32, 975. 10.1145/1518701.1518851
  • Horn, M. S., Solovey, E. T., & Jacob, R. J. K. (2008). Tangible programming and informal science learning. In Proceedings of the 7th international conference on Interaction design and children - IDC ’08 (p. 194). New York, New York, USA: ACM Press.
  • Hornecker, E., Marshall, P., & Rogers, Y. (2007). From entry to access: How shareability comes about. Designing Pleasurable Products and Interfaces, 22–25. doi:10.1145/1314161.1314191
  • Hu, F., Zekelman, A., Horn, M., & Judd, F. (2015). Strawbies: Explorations in tangible programming. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 410–413).
  • Johnson, R., Shum, V., Rogers, Y., & Marquardt, N. (2016). Make or shake: An empirical study of the value of making in learning about computing technology. In The 15th International Conference on Interaction Design and Children (pp. 440–451).
  • Kane, S. K., & Bigham, J. P. (2014). Tracking @stemxcomet: Teaching programming to blind students via 3D printing, crisis management, and twitter. In Proceedings of the 45th ACM technical symposium on Computer science education - SIGCSE ’14 (pp. 247–252). New York, New York, USA: ACM Press.
  • Kelleher, C., Pausch, R., & Kiesler, S. (2007). Storytelling alice motivates middle school girls to learn computer programming. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 1455–1464).
  • Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: Good Jobs Now and for the Future. ESA Issue Brief #03-11. Washington, DC, US Department of Commerce.
  • Lechelt, Z., Rogers, Y., Marquardt, N., & Shum, V. (2016). ConnectUs: A new toolkit for teaching about the Internet of Things. In Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems (pp. 3711–3714).
  • Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., … Werner, L. (2011). Computational thinking for youth in practice. ACM Inroads, 2(1), 32. doi:10.1145/1929887.1929902
  • Leuders, J. (2016). Tactile and acoustic teaching material in inclusive mathematics classrooms. British Journal of Visual Impairment, 34(1), 42–53. doi:10.1177/0264619615610160
  • Lister, R., Adams, E. S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., … Thomas, L. (2004). A multi-national study of reading and tracing skills in novice programmers. ACM SIGCSE Bulletin, 36(4), 119–150. doi:10.1145/1044550.1041673
  • Lopez, M., Whalley, J., Robbins, P., & Lister, R. (2008). Relationships between reading, tracing and writing skills in introductory programming. In Proceedings of the fourth international workshop on computing education research (pp. 101–112).
  • Ludi, S. L., Ellis, L., & Jordan, S. (2014). An accessible robotics programming environment for visually impaired users. Proceedings of the 16th International ACM SIGACCESS Conference on Computers & Accessibility, 237–238. 10.1145/2661334.2661385
  • Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51–61. doi:10.1016/j.chb.2014.09.012
  • Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The scratch programming language and environment. Trans. Comput. Educ., 10 (4), 16(1–16), 15. doi:10.1145/1868358.1868363
  • Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (. (2010). Learning computer science concepts with scratch. In Proceedings of the Sixth international workshop on Computing education research - ICER ’10 (p. 69). New York, NY: ACM Press. doi:10.1145/1839594
  • Metatla, O. (2017, July). Uncovering challenges and opportunities of including children with visual impairments in mainstream schools. In Proceedings of the 31st British Computer Society Human Computer Interaction Conference (p. 102). BCS Learning & Development Ltd. doi:10.14236/ewic
  • Moon, N. W., Todd, R. L., Morton, D. L., & Ivey, E. (2012). Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM). Atlanta, GA: Center for Assistive Technology and Environmental Access, Georgia Institute of Technology.
  • Nash, C, & Blackwell, A. F. (2014). Flow of creative interaction with digital music notations. In (eds), (pp. 387-404).New York, NY: Oxford University Press.
  • Papazafiropulos, N., Fanucci, L., Leporini, B., Pelagatti, S., & Roncella, R. (2016). Haptic models of arrays through 3D printing for computer science education. International Conference on Computers Helping People with Special Needs, 491–498. 10.1007/978-3-642-31522-0
  • Petit, G., Dufresne, A., & Levesque, V. (2008). Refreshable tactile graphics applied to schoolbook illustrations for students with visual impairment. Proceedings of the 10th International ACM SIGACCESS Conference on Computers and Accessibility, 89. 10.1145/1414471.1414489
  • Peyton Jones, S. (2013, April). Computing at school in the UK : From guerrilla to gorilla. In Communications of the ACM (pp. 1–13). Microsoft Research Publication: https://www.microsoft.com/en-us/research/publication/computing-at-school-in-the-uk-from-guerrilla-to-gorilla/ doi:10.1145/2462476
  • Randall, D, Harper, R, & Rouncefield, M. (2007). Fieldwork for design. London, UK: Springer Science & Business Media.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., … Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67. doi:10.1145/1592761.1592779
  • Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137–172. doi:10.1076/csed.13.2.137.14200
  • Rogers, Y., Shum, V., Marquardt, N., Lechelt, S., Johnson, R., Baker, H., & Davies, M. (2017). From the BBC micro to micro: Bit and beyond: A British innovation. Interactions, 24(2), 74–77. doi:10.1145/3055204
  • Sánchez, J., & Aguayo, F. (2005). Blind Learners Programming Through Audio. In CHI ’05 extended abstracts on Human factors in computing systems - CHI ’05 (p. 1769). New York, NY: ACM Press. doi:10.1145/1056808
  • Sentance, S., & Csizmadia, A. (2016). Computing in the curriculum: Challenges and strategies from a teacher’s perspective. Education and Information Technologies, 1–27. doi:10.1007/s10639-016-9482-0
  • Shi, L., Zelzer, I., Feng, C., & Azenkot, S. (2016). Tickers and talker: An accessible labeling toolkit for 3D printed models. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 4896–4907. 10.1145/2858036.2858507
  • Shum, A, Holmes, K, Woolery, K, Price, M, Kim, D, Dvorkina, E, & Malekzadeh, S. (2016). Inclusive: a microsoft design toolkit. Redmond:Microsoft.
  • Smith, A. C., Francioni, J. M., & Matzek, S. D. (2000). A java programming tool for students with visual disabilities. In Proceedings of the fourth international ACM conference on Assistive technologies - Assets ’00 (pp. 142–148). New York, NY: ACM Press. doi:10.1145/354324
  • Smith, D. C., Cypher, A., & Schmucker, K. (1996). Making programming easier for children. Interactions, 3(5), 58–67. doi:10.1145/234757.234764
  • Sorva, J. (2013). Notional machines and introductory programming education. ACM Transactions of Computing Education, 13, 2. doi:10.1145/2483710.2483713
  • Stead, A., & Blackwell, A. F. (2014). Learning Syntax as Notational Expertise when using DrawBridge. In Proceedings of the Psychology of Programming Interest Group Annual Conference(PPIG 2014) (pp. 41–52).
  • Stefik, A. M., Hundhausen, C., & Smith, D. (2011). On the design of an educational infrastructure for the blind and visually impaired in computer science. In Proceedings of the 42nd ACM technical symposium on Computer science education - SIGCSE ’11 (p. 571). New York, NY: ACM Press. doi:10.1145/1953163
  • Sullivan, A., Elkin, M., & Bers, M. U. (2015). KIBO robot demo: Engaging young children in programming and engineering. In Proceedings of the 14th international conference on interaction design and children (pp. 418–421).
  • Suzuki, H., & Kato, H. (1995). Interaction-level support for collaborative learning. The First International Conference on Computer Support for Collaborative Learning - CSCL ’95. 10.3115/222020.222828
  • Tanimoto, S. (1990). Viva: a visual language for image processing. Journal Of Visual Languages & Computing, 1(2), 127-139. doi:10.1016/S1045-926X(05)80012-6
  • Thieme, A., Morrison, C., Villar, N., Grayson, M., & Lindley, S. (2017). Enabling collaboration in learning computer programing inclusive of children with vision impairments. In Proceedings of the 2017 Conference on Designing Interactive Systems (pp. 739–752).
  • Utting, I., Cooper, S., Kölling, M., Maloney, J., & Resnick, M. (2010). Alice, Greenfoot, and Scratch – A Discussion. Trans. Comput. Educ., 10 (4), 17(1–17), 11. doi:10.1145/1868358.1868364
  • Weintrop, D., & Wilensky, U. (2015). To block or not to block, that is the question: Students’ perceptions of blocks-based programming. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 199–208).
  • Williams, L., Wiebe, E., Yang, K., Ferzli, M., & Miller, C. (2002). In support of pair programming in the introductory computer science course. Computer Science Education, 12(3), 197–212. doi:10.1076/csed.12.3.197.8618
  • Yip, J. C., Foss, E., Bonsignore, E., Guha, M. L., Norooz, L., Rhodes, E., & Druin, A. (2013). Children initiating and leading cooperative inquiry sessions. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 293–296). New York, NY: ACM. doi:10.1145/2485760.2485796
  • Zuckerman, O., Grotzer, T., & Leahy, K. (2006, June). Flow blocks as a conceptual bridge between understanding the structure and behavior of a complex causal system. In Proceedings of the 7th international conference on Learning sciences (pp. 880-886). International Society of the Learning Sciences.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.