Manuscript received August 19, 2022; revised September 5, 2022; accepted November 12, 2022.
Abstract—In the inclusive classroom, the visually impaired and sighted student participate together in programming classes. However, familiar tools for the sighted students are difficult for the visually impaired students, and tools available to the visually impaired students are unfamiliar to the sighted students. These differences in tools make it difficult for these students to communicate and collaborate. To solve this problem, we developed a tangible programming system (TLPS). The system has an intuitive interface which can be used by both the visually impaired and the sighted people. To validate this system, 16 elementary school students participated in a usability evaluation and gave a positive evaluation of the system. In addition, the evaluation showed improvement in the participating students’ disability awareness of the visually impaired and in programming.
Index Terms—Visually impaired, programming learning system, accessibility, tangible, inclusive education
Sean-Joo Kim, Seung-Mee Lee, and Seok-Ju Chun are with Seoul National University of Education, Republic of Korea (e-mail: km1817@naver.com).
Jeong-Hyeon Seo is with Sangtap Elementary School, Republic of Korea.
*Correspondence: km1817@naver.com (S.J.K.)
Cite: Sean-Joo Kim*, Seung-Mee Lee, Seok-Ju Chun, and Jeong-Hyeon Seo, "Tangible Programming Learning System (TPLS) for Programming Class with Visually Impaired and Sighted Students," International Journal of Information and Education Technology vol. 13, no. 6, pp. 988-992, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).