Towards a Tangible Blocky Coding Design for Visually Impaired Children

Document Type

Conference Proceeding

Source of Publication

2022 International Conference on Inclusive Technologies and Education (CONTIE)

Publication Date

10-28-2022

Abstract

This paper investigates the role of coding in children's education and the barriers to inclusion for Visually Impaired (VI) children in this environment. In the learning process, these children face numerous challenges, including the fact that most playful coding-related learning options rely on visualization. This paper incorporates insights from a literature review to design a solution involving a model called DODO through computer vision and tangible paper blocky modules for VI children to learn to code. The main result is the proof of concept prototype demonstrates that the proposed design can recognize the various paper modules used to represent different codes, targeting the tactile sense. The design advocates for VI children to have access to economic Science, Technology, Engineering, and Mathematics (STEM) learning.

ISBN

978-1-6654-5535-0

Publisher

IEEE

Volume

00

First Page

1

Last Page

8

Disciplines

Education

Keywords

Economics, Visualization, Computer vision, Codes, Target recognition, Face recognition, Education

Indexed in Scopus

no

Open Access

no

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