Programming teaching with robotic support for people who are visually impaired: a systematic review
Resumo
Robotics has been used to draw students’ attention to computing and engineering. Unfortunately, most of the hardware and software features used to teach programming and robotics are not suitable for students who are visually impaired. Most programming environments are highly visual interfaces which makes them inaccessible for the visually impaired. This paper aims to present the studies regarding the use of robotics for the teaching of programming for people who are visually impaired that were published between 2016 and 2019, through a systematic literature review. As a result, we identified the teaching methodologies, the robotics and programming kits used, the good practices and difficulties faced in programming teaching with robotic support.
Palavras-chave:
Robotics, programming, visual impairment, teaching, systematic review
Referências
Al-Ratta, N. M. and Al-Khalifa, H. S. (2013). Teaching programming for blinds: A review. In International Conference on Information and Communication Technology and Accessibility, pages 1–5.
Barros, R., Burlamaqui, A., Azevedo, S., Sá, S., Gonçalves, L., and Burlamaqui, A. (2017). Cardbot-assistive technology for visually impaired in educational robotics: Experiments and results. IEEE Latin America Transactions, 15(3):517–527.
Barros, R. P., Torres, V. P., Burlamaqui, A. M. F., and Natal, R. (2014). Cardbot: Tecnologias assistivas para imersão de deficientes visuais na robótica educacional. In Workshop de Robótica Educacional, pages 11–16.
Benitti, F. B. V., Vahldick, A., Urban, D. L., Krueger, M. L., and Halma, A. (2009). Experimentação com robótica educativa no ensino médio: ambiente, atividades e resultados. In Workshop de Informática na Escola, volume 1, pages 1811–1820.
Brereton, P., Kitchenham, B. A., Budgen, D., Turner, M., and Khalil, M. (2007). Lessons from applying the systematic literature review process within the software engineering domain. Journal of Systems and Software, 80(4):571–583.
Kane, S. K. and Bigham, J. P. (2014). Tracking stemx comet: teaching programming to blind students via 3d printing, crisis management, and twitter. In ACM Technical Symposium on Computer Science Education, pages 247–252.
Klassner, F. and Anderson, S. D. (2003). Lego mindstorms: Not just for k-12 anymore. IEEE Robotics & Automation Magazine, 10(2):12–18.
Lahav, O. and Mioduser, D. (2003). A blind person’s cognitive mapping of new spaces using a haptic virtual environment. Journal of Research in Special Educational Needs, 3(3):172–177.
Lahav, O., Schloerb, D. W., Kumar, S., and Srinivasan, M. A. (2008). Blindaid: A learning environment for enabling people who are blind to explore and navigate through unknown real spaces. In Virtual Rehabilitation, pages 193–197.
Ludi, S. and Reichlmayr, T. (2011). The use of robotics to promote computing to pre-college students with visual impairments. Trans. Comput. Educ., 11(3):20:1–20:20.
Ludi, S., Bernstein, D., and Mutch-Jones, K. (2018). Enhanced robotics! improving building and programming learning experiences for students with visual impairments. In 49th ACM Technical Symposium on Computer Science Education, pages 372–377.
Meira, M. C., Lima, M. S. S., and Borges, M. A. F. (2016). Torneios baseados em robocode para incentivar jovens a aprender programação. In Congresso da Sociedade Brasileira de Computação, pages 2403–2412.
Molins-Ruano, P., Gonzalez-Sacristan, C., and Garcia-Saura, C. (2018). Phogo: A low cost, free and “maker” revisit to logo. Computers in Human Behavior, 80:428–440.
Motoyoshi, T., Tetsumura, N., Masuta, H., Koyanagi, K., Oshima, T., and Kawakami, H. (2016). Tangible gimmick for programming education using rfid systems. IFAC-Papers OnLine, 49(19):514–518.
Oliveira, J. D., de Borba C., M., de Morais A., A., and Harb M., I. (2017). Teaching robot programming activities for visually impaired students: A systematic review. In International Conference on Universal Access in Human-Computer Interaction, pages 155–167.
Paramasivam, V., Huang, J., Elliott, S., and Cakmak, M. (2017). Computer science outreach with end-user robot programming tools. In ACM Technical Symposium on Computer Science Education, pages 447–452.
Sutherland, C. J. and MacDonald, B. A. (2018). Naoblocks: A case study of developing a children’s robot programming environment. In International Conference on Ubiquitous Robots, pages 431–436.
Tsuda, M., Motoyoshi, T., Sawai, K., Tamamoto, T., Masuta, H., Koyanagi, K., and Oshima, T. (2018). Improvement of a tangible programming tool for the study of the subroutine concept. In International Conference on Computers Helping People with Special Needs, pages 611–618.
Yu, W., Kuber, R., Murphy, E., Strain, P., and McAllister, G. (2006). A novel multimodal interface for improving visually impaired people’s web accessibility. Virtual Reality, 9(2-3):133–148.
Barros, R., Burlamaqui, A., Azevedo, S., Sá, S., Gonçalves, L., and Burlamaqui, A. (2017). Cardbot-assistive technology for visually impaired in educational robotics: Experiments and results. IEEE Latin America Transactions, 15(3):517–527.
Barros, R. P., Torres, V. P., Burlamaqui, A. M. F., and Natal, R. (2014). Cardbot: Tecnologias assistivas para imersão de deficientes visuais na robótica educacional. In Workshop de Robótica Educacional, pages 11–16.
Benitti, F. B. V., Vahldick, A., Urban, D. L., Krueger, M. L., and Halma, A. (2009). Experimentação com robótica educativa no ensino médio: ambiente, atividades e resultados. In Workshop de Informática na Escola, volume 1, pages 1811–1820.
Brereton, P., Kitchenham, B. A., Budgen, D., Turner, M., and Khalil, M. (2007). Lessons from applying the systematic literature review process within the software engineering domain. Journal of Systems and Software, 80(4):571–583.
Kane, S. K. and Bigham, J. P. (2014). Tracking stemx comet: teaching programming to blind students via 3d printing, crisis management, and twitter. In ACM Technical Symposium on Computer Science Education, pages 247–252.
Klassner, F. and Anderson, S. D. (2003). Lego mindstorms: Not just for k-12 anymore. IEEE Robotics & Automation Magazine, 10(2):12–18.
Lahav, O. and Mioduser, D. (2003). A blind person’s cognitive mapping of new spaces using a haptic virtual environment. Journal of Research in Special Educational Needs, 3(3):172–177.
Lahav, O., Schloerb, D. W., Kumar, S., and Srinivasan, M. A. (2008). Blindaid: A learning environment for enabling people who are blind to explore and navigate through unknown real spaces. In Virtual Rehabilitation, pages 193–197.
Ludi, S. and Reichlmayr, T. (2011). The use of robotics to promote computing to pre-college students with visual impairments. Trans. Comput. Educ., 11(3):20:1–20:20.
Ludi, S., Bernstein, D., and Mutch-Jones, K. (2018). Enhanced robotics! improving building and programming learning experiences for students with visual impairments. In 49th ACM Technical Symposium on Computer Science Education, pages 372–377.
Meira, M. C., Lima, M. S. S., and Borges, M. A. F. (2016). Torneios baseados em robocode para incentivar jovens a aprender programação. In Congresso da Sociedade Brasileira de Computação, pages 2403–2412.
Molins-Ruano, P., Gonzalez-Sacristan, C., and Garcia-Saura, C. (2018). Phogo: A low cost, free and “maker” revisit to logo. Computers in Human Behavior, 80:428–440.
Motoyoshi, T., Tetsumura, N., Masuta, H., Koyanagi, K., Oshima, T., and Kawakami, H. (2016). Tangible gimmick for programming education using rfid systems. IFAC-Papers OnLine, 49(19):514–518.
Oliveira, J. D., de Borba C., M., de Morais A., A., and Harb M., I. (2017). Teaching robot programming activities for visually impaired students: A systematic review. In International Conference on Universal Access in Human-Computer Interaction, pages 155–167.
Paramasivam, V., Huang, J., Elliott, S., and Cakmak, M. (2017). Computer science outreach with end-user robot programming tools. In ACM Technical Symposium on Computer Science Education, pages 447–452.
Sutherland, C. J. and MacDonald, B. A. (2018). Naoblocks: A case study of developing a children’s robot programming environment. In International Conference on Ubiquitous Robots, pages 431–436.
Tsuda, M., Motoyoshi, T., Sawai, K., Tamamoto, T., Masuta, H., Koyanagi, K., and Oshima, T. (2018). Improvement of a tangible programming tool for the study of the subroutine concept. In International Conference on Computers Helping People with Special Needs, pages 611–618.
Yu, W., Kuber, R., Murphy, E., Strain, P., and McAllister, G. (2006). A novel multimodal interface for improving visually impaired people’s web accessibility. Virtual Reality, 9(2-3):133–148.
Publicado
11/11/2019
Como Citar
OLIVEIRA, Juliana Damasio; JURAK, Darlan A.; BITTENCOURT, Robson F.; CAMPOS, Márcia de B.; AMORY, Alexandre M..
Programming teaching with robotic support for people who are visually impaired: a systematic review. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 1231-1240.
DOI: https://doi.org/10.5753/cbie.sbie.2019.1231.
